The present paper investigated academic self-efficacy beliefs of undergraduate mathematics education students with respect to gender, academic performance and grade level. The participants were a total of 244 undergraduate students (195 females and 49 males) enrolled to department of mathematics education (57 freshmen, 106 sophomores and 81 junior) of a government university located west side of Turkey. 2 (gender) × 3 (academic performance) × 3 (grade level) between-groups of analysis of variance were used to analyze the data gathered by "Academic Self-efficacy Scale" (ASES). The results revealed that students' academic self-efficacy beliefs were moderate level and there was a significant effect of factors academic performance and grade level on ASES scores. Significant interactions between gender and academic performance; gender and grade level and academic performance and grade level were not observed and three-way interaction of gender, academic performance and grade level also failed to reach significance level.