In this study, it is particularly aimed to investigate several aspects of changes in prospective biology teachers' self-efficacy beliefs in regard to the instructional planning, implementation and evaluation process. Throughout the research process, descriptive research design was implemented by collaborating with 61 prospective biology teachers. Data were collected by applying to the instrument of "Prospective Teachers' Self-Efficacy Beliefs Scale regarding Instructional Process" developed by Özdemir (2008). According to the results, those prospective teachers' self-efficacy beliefs concerning the instructional planning, implementation and evaluation process demonstrated over the medium correlation level with the overall scale. During the instructional planning process, significant gender differences were detected. It was identified that significant difference emerged for female students, and in addition this difference was not statistically significant for the social class variable. © 2011 Published by Elsevier Ltd.