Education is a science and needs philosophy as in all sciences. This relationship between education and philosophy has led to the philosophy of education. Educational philosophy is the most important guide in the creation and regulation of the educational environment both for the program makers and teachers, as the practitioners of those programs. The purpose of this research is to determine the educational philosophy for prospective teachers who are the fourth year students studying at Pamukkale University Faculty of Education. The study, also, aims to reveal the differentiation case on the basis of the field and gender of the participants. This research was designed with survey research as a sort of a quantitative method. The participants of the research were prospective male and female fourth-year teachers studying at the departments of English Language Teaching, Classroom Education, Turkish Language Teaching, Social Sciences Education, and Preschool Education at Pamukkale University Faculty of Education. The research results reveal the fact that prospective teachers have, intensely, popular (post-positivist, constructivist) educational philosophies. On the basis of sex, the study results manifest that men have traditional perceptions (positivist, modernist) over education. Another finding of the research is that the educational philosophies of prospective teachers differ according to the departments they study.