Purpose: The increasing use of technology in the world and the search for new education methods have made learning processes independent of time and space such as distance education and online learning. Moreover, health concerns have made online learning environments more popular during the pandemic process. Design/Methodology/Approach: In this study, the relationship between pre-school teachers' computer and internet use and online learning motivation was examined. For this purpose, the relational scanning model, one of the quantitative research methods, was used in the study. The sample of the study consists of 160 preschool teachers. Computer and Internet Usage Scale and Online Learning Motivation Scales were used to collect data in the study. t- test, one-way variance (ANOVA), Pearson correlation and, simple linear regression analysis was used for data analysis. Findings: It has been revealed that the online learning motivations of preschool teachers do not differ significantly according to gender, time spent on the internet and, the number of media tools used to access the internet. Besides, it has been observed that the online learning motivation of pre-school teachers who have just started the profession is higher than experienced teachers. Highlights: Itwasrevealedthat asthe self-efficacyofpre-schoolteachers using computers andthe internetincreased,their online learning motivation also increased.