Moral maturity, defined as the competence in moral emotions, thoughts, judgments, attitudes and behaviors, is one of the most important qualities that the would-be teachers at Faculties of Education must possess. Teachers with moral maturity will train students with the qualities of reliability, responsibility, fairness, objectivity, consistency and legitimacy. Creation of positive classroom environments is crucial in the teaching-learning process to ensure that students achieve moral maturity. Although this process is mostly related to teacher competence, it is also affected by student behaviors because resistance behaviours towards the process may cause failure, negatively affect the quality of education and make teachers' tasks more difficult. This study set out to identify the relationship between pedagogical formation students' moral maturity and their views on resistance behaviors towards the teaching-learning process. The study utilized a relational screening model. Universe of the study was composed of 650 students attending the formation program at Abant Izzet Baysal University in 2015-2016 academic year. "The Scale of Moral Maturity" and "Resistance Scale for Education Faculty Students" were used in the study as data collection tools. Means, standard deviation and correlation analyses were undertaken during data analysis. According to research results, in terms of the teaching-learning process, students agreed with resistance behaviors in class in general and in terms of the sub dimensions, students expressed they never displayed resistance behaviors in class, they were ambivalent about their personal and professional ideas about the instructors and relationships with friends and they did not agree with future benefits of education. Students mainly selected the option of "rarely" in the moral maturity scale. A negative and low level significant relationship was found between students' moral maturity levels and their resistance behaviors towards the teaching-learning process.