In this study, technology integration self-efficacy beliefs of prospective teachers and their experiences with augmented reality learning environment throughout the study were examined. This study was designed with explanatory mixed method. Participants in this study were 44 sophomores in elementary mathematics education department of a public university in Turkey. The participants engaged augmented reality activities about nets of solid figure, surface area of solid figures, volume with unit cubes and spatial ability for four weeks. Data were collected through technology integration self-efficacy scale, which was administrated as pretest and posttest, and interviews, which were handled at the end of the study. Quantitative data were analyzed through paired sample t-test while qualitative data were handled through frequency and content analyses. The results showed that augmented reality-based learning tools have a positive effect on technology integration self-efficacy beliefs of prospective mathematics teachers. In addition, it was observed a significant increase in prospective teachers’ self-efficacy about technology integration as well as their beliefs about use of technology and making students use of technology.