In this study, it was aimed to examine the effects of Kolb’s experiential learning theory-based education on teacher candidates' use of motivated learning strategies for learning, the level of reflective thinking and teacher self-efficacy beliefs. In experiential learning, teaching which is compatible to different learning styles is targeted. In this context, a teaching design is implemented in a cycle which is suitable to the stages; concrete experience in the beginning of the learning process, followed by reflective observation, abstract conceptualization, and active experience. By doing so, each individual has the opportunity to meet his / her own preferred learning environment. The increasing amount of knowledge and differentiation of ways of accessing knowledge require individuals to be aware of their own learning styles. First of all, it is paramount of importance that teachers have knowledge of this issue in the pre service and in-service training processes.