The purpose of this research was to examine the effect of the learning approaches on prospective chemistry teachers' self-regulated learning skills. 92 prospective chemistry teachers from the Department of Chemistry Education at one of the public university in Turkey participated in the research. "The Study Process Questionnaire" and "Self-regulated Learning Skills Scale" were used as the data collection tools. It was consequently found that 59.8 % of prospective chemistry teachers adopted deep learning approach, 40.2% of them adopted surface learning approach and their self-regulated learning skills scale scores for planning and goal setting scores differed significantly according to their learning approaches. Furthermore, it was determined that self-regulated learning skills mean score of prospective teachers' who adopted deep approach are higher than mean score of prospective teachers' who adopted surface approach but their self-regulated learning skills total scores did not differ significantly according to their learning approaches.