This study aimed to analyzing the relationship between student teachers teaching and learning conceptions and epistemological beliefs. The study sample is composed of 250 undergraduate student teachers attending the faculty of Educational Science. The Conceptions of Teaching and Learning Questionnaire (CTLQ) and Epistemological Beliefs Scale (EBS) were the sources of data collection. The study results showed significant gender-based differences in teaching and learning conceptions based on student teachers' gender. A significant relationship was also found between student teachers' teaching and learning conceptions and their epistemological beliefs.