The aim of this study is to develop a valid and reliable measurement tool that can be used to determine the technological pedagogical content knowledge efficiency of mathematics teacher candidates. The study is conducted with 453 elementary and secondary school preservice mathematics teachers. SPSS and AMOS programs are used for statistical analysis. Since the conceptual framework of TPACK is obvious, the scale items are written around this existing frame in TPACK sub-dimensions, and for that reason only Confirmatory Factor Analysis (CFA) is performed on the predetermined factors. Total correlations of the items in the scale range from 0.33 to 0.86. The results of the t-test between the item average points of the upper 27% and lower 27% groups show that the differences were significant for all items and factors. The internal consistency Cronbach Alpha coefficient calculated for the overall scale was 0.98, and for sub-dimensions it was between 0.81 and 0.97. These results indicate that the reliability of the scale is high. As a result of the confirmatory factor analysis, the criterions for the reconstructed model adaptation are examined considering the modification proposal, and the model adaptation is found sufficient. As a result, the use of measurement tool consisting of seven subdimensions with 79 items in five Likert type is made ready. The obtained TPACK efficiency scale proves to be a valid and reliable measurement tool that can be used in determining the self-efficiency of teacher candidates.