This paper investigated pre-service mathematics teachers' mathematics beliefs, beliefs about information and communication technology (ICT), and their relationships. 787 pre-service mathematics teachers in China completed a survey questionnaire measuring their beliefs about the nature of mathematics, beliefs about mathematics learning and teaching, attitudes toward ICT, and beliefs about ICT use in mathematics education. Descriptive statistics, simple correlation analysis, and step-wise progression analysis were performed in the data analysis. The results indicate that pre-service mathematics teachers' dynamic belief about the nature of mathematics, constructivist belief about mathematics learning and teaching, and positive attitudes towards ICT are more likely to be correlated with their constructivist belief about ICT use. In contrast, their traditional beliefs about the nature of mathematics and its learning and teaching are more likely to be associated with their traditional beliefs about ICT use.