This ll'ork was the starting pOint of my study, which aimed at disclosing components q{rnproblem olving ability of chemistry student teachers across some common and Lije ratedrnareas ofchemislry. Relevant and problem specific knowledge structure, problem solvingrnbehavior (Pelfor/nance , Perceived self- efficacy beliefs, perceived alfractiveness andrnperceived difficulty beliefs of chemistry were the variables of the study.rnA descriptive ca e study method employed in the study. In the study thirty-nine randomlyrnselected, fourth and third (PreparatOl'Y origin and freshman origin) year chemistryrnstudent teachers were involved.rnThe problem of study addressed using chemistry tasks, self-efficacy scales, interviews,rndiscussions, information talks, and observations. The resulting data was analyzedrnqualitatively and quantitatively using mean, median, standard deviation, t-test, and onelVa)rnA OVA. The study revealed that knowledge structure, perceived difficulty andrnperceived attractiveness beliefs toward chemistry, and problem solving behavior C)'T.S'rnlVere not the desired results.rnMeans comparison with reference to students' origin, revealed that there was arnsignificant difference in all variables except self- efficacy beliefs. That is fourth year andrnthird year Ji'eshman origin chemistry student teachers were significantly had belfer thanrnthird) ear preparatory origin counter parts. This study suggests that, the need for furtherrninvestioation to understand why chemistry student teachers and particularly preparatOlYrnorigin students' problem solving ability was severely hampered