The main purpose of this study is to analyze the effect of classroom management course on self-efficacy perceptions of student teachers regarding teaching process. This study was prepared according to pre and post-test design, being one of the simple experimental design techniques. To collect the data, self-efficacy beliefs of student teachers towards teaching process instrument was used. In addition to descriptive statistics and paired samples t-test were used to analyze the data. According to the results of the study, self-efficacy perceptions of student teachers towards teaching process was found high and classroom management course have a positive and medium leveled effect on self-efficacy beliefs regarding teaching process. While there is no significant relationship between self-efficacy perceptions of student teachers regarding teaching process and their gender, overall academic achievement of student teachers has a significant effect on their self-efficacy perceptions. (C) 2013 The Authors. Published by Elsevier Ltd. Selection and/or peer-review under responsibility of Academic World Education and Research Center.