The aim of this study is to investigate how student teachers' study attitudes, self-perceptions of success, and positive perceptions of their faculty and lecturers are associated with their grade and study strategies. The participants of the study are a group of 746 freshman and senior students from Gazi University, Vocational Educational Faculty. The study strategies and attitudes of student teachers were measured by using the Likert type Study Strategies and Study Attitudes Inventories. The hierarchical multiple regression analysis performed on the data showed that study attitudes, self-perceptions of success and positive perceptions of their lecturers were important factors of study strategies. It was also found that perceptions of the school and grade were not influential in the use of study strategies. The results implicated that student teachers' study attitudes and perceptions of themselves and lecturers should be made more positive so that they use more efficient study strategies.