The current study examines whether an online cyber identity course, which was based on the community of inquiry model, significantly affected the self-efficacy perception of school counselor candidates (SCC) in terms of technology integration. Forty-four SCC, selected using the criterion sampling method, participated in a mixed-method design study by taking a one-week online cyber identity course. The online version of the Computer Technology Integration Survey (CTIS) was used as a pre and post-test measure to collect quantitative data. Two subscales are used in the survey to measure the self-efficacy of participants. Qualitative data was collected through the use of a structured interview form which included open-ended questions regarding the social, cognitive, and teaching presence of the community of inquiry model. T-tests were conducted to detect any significant differences between the pre and post-test scores of the CTIS subscales. The results of these tests revealed that the online cyber identity course created significant differences in both SCC's self-efficacy perception of the computer technology capabilities and strategies, and the external influences of computer technology uses. Moreover, qualitative analysis results showed that students reflected more on cognitive and teaching presence than on social presence.