Science coursework is an important element of the pre-service education of science teachers. In this study we test the hypothesis that more science coursework influences pedagogical beliefs of science teachers by studying the pedagogical beliefs of 305 Filipino science teachers. We compared pedagogical beliefs of primary school (less science coursework) versus secondary school (more coursework) science teachers, and also science majors versus non-science majors. Results of the comparisons indicated that more science coursework is related to stronger endorsement of the belief that teaching involves providing support for learning, and to weaker endorsement of the belief that learning is limited by ability and by cultural beliefs. The results are discussed in terms of strong science content knowledge providing the anchors for reflecting on their teaching. (Contains 3 tables.)