Teachers with a high level of self-efficacy and positive attitudes are more likely to use new and constructivist approaches and to create a learning environment in which students may develop 21st-century skills. Examining pre-service teachers' attitudes and beliefs related to teaching allow teacher preparation programs to evaluate their effectiveness on beliefs and attitudes. This correlational research investigated pre-service elementary science and mathematics teachers' beliefs and attitudes due to gender, grade level, and department, and revealed the reliable correlation between beliefs and attitudes performing partial correlation. Results show that females feel more efficacious in teaching and have more positive attitudes than males. 4th grades also perceive a higher level of efficacy for student engagement and using instructional strategies than 1st grades. Partial correlation coefficients revealed positive strong relationships between attitudes and efficacy beliefs. Recommendations are suggested based on implications.