Listening and speaking are among four basic skills of language and are two concepts closely related to each other. Correct acquisition of one of these skills concerns the other. Especially an individual’s ability of establishing communication, expressing herself or himself and maintaining her or his life depends on correct acquisition of these skills in some way. However, there might be some positive or negative processes also in this area just like in every condition. Individuals may experience problems about the acquisition and then usage of these skills especially with anxiety and worry. The aim of this study is to examine the relationship between listening and speaking anxieties of Turkish teacher candidatesand their listening self-efficacy. Sample group of the study consisted of students studying in Kafkas University Faculty of Education Department of Turkish Education. The data were collected using “Listening Anxiety Scale” prepared by Maden and Durukan (2016), “Scaleof Speaking Anxiety” developed by Kinay and Özkan (2014), and “Listening Self-EfficacyScale” developed by Kurudayıoğlu and Kana (2013). According to the results acquired, it was determined that Turkish teacher candidates had higher levels of listening self-efficacyand listening-speaking anxiety. Additionally, as a result of the correlation analysis, it was found that there were significant correlations between listening self-efficacy, listening anxiety and speaking anxiety.