The primary purpose of this study was to adapt the Teaching-learning Approaches Questionnaire. The working group of the study consisted of 341 student-teachers. The results indicated that the factor structure is partially consistent with the model. Cronbach reliability coefficient for the whole instrument was 0.71, while sub-scale reliabilities were 0.88 and 0.83. The 30-item questionnaire loaded into two factors. The secondary purpose of this study was to determine the relationship between epistemological beliefs and teaching-learning conceptions. Further analyses carried out whether teaching-learning conceptions differ based on gender and class-levels. Results indicated that there were significant relationships between epistemological beliefs and teaching-learning conceptions; the student-teachers preferred constructivist approach over the traditional approach, and student-teacher views differed based on gender and class-level. Finally, significant correlations were found among epistemological beliefs (Innate/Fixed Ability, Learning Effort, Learning Process--Casting Doubt on Authority/ Expert Knowledge, and Certainty of Knowledge) and approaches to teaching and learning (Constructivist Conception, Traditional Conception). (Contains 3 tables and 1 figure.)