This study aimed to examine the change in teacher candidates' transactional distance perceptions and academic self-efficacy belief levels over time in the distance education process and the relationship between each other. For this purpose, the study was carried out with a quantitative approach using a repeated measures design. The study group of the research consists of 73 volunteer teacher candidates studying at Fırat University in the spring term of 2022-2023. To collect the research data, the Academic Self-Efficacy Scale and Transactional Distance Perception Scale were used. As a result of the study, it was found that the academic self-efficacy beliefs of the teacher candidates and their transactional distance perceptions were sufficient. It was observed that the relationship between academic self-efficacy belief and transactional distance perception increased as teacher candidates' interactions with distance education elements increased over time. Various suggestions were presented at the end of the study.