The Coronavirus (COVID-19 epidemic) affects the education process negatively, like many other sectors. This situation leads to differentiation of extracurricular study habits primarily because of the fact that individuals have difficulties in emotion regulation, away from the school environment and many activities. In addition to these situations, being away from many applied courses as a student of education faculty may cause them to take a different attitude towards lifelong learning tendencies in their development process. In this study, the effect of pre-service teachers' extracurricular study habits and the emotion regulation strategies on lifelong learning tendencies which will contribute them becoming a useful teacher by developing themselves is examined in COVID-19 process. In this context, a scale prepared in three different Likert formats was applied to undergraduate students studying at the Faculty of Education at X University. These scales are "Lifelong Learning Tendency Scale" developed by Coskun (2009), "Emotion Regulation Scale", which was first developed by Gross and John (2003) and later adapted to Turkish by Yurtseven (2008), and "Extracurricular Study Habits Scale" developed by Ermeydan (2019). After obtaining the data, multiple regression analysis was performed to examine the relationship between the pre-service teachers' studying habits and emotion regulation strategies and their effect on lifelong learning tendencies. The results obtained were discussed in the light of the literature.