The number of studies that evaluate and discuss the concepts of democracy and social justice in Turkey from the perspective teacher training, education policies and practices is extremely limited. Thus, the present study attempts to determine democratic attitudes and social justice beliefs of preservice teachers and whether these variables differ based on gender, age, family income level, and parental education level variables. The present study also aims to test the relation between the democratic attitudes and social justice beliefs of pre-service teachers using structural equation model. 483 pre-service teachers were included in the study sample. According to the study findings, it was concluded that democratic attitudes and social justice beliefs of pre-service teachers are medium level and these variables does not differ based on demographic variables. It was also identified that the democratic attitudes of pre-service teachers are significant determinant of their social justice beliefs. The concepts of democracy and social justice were discussed in depth as regards teacher education policies, programs and practices, and recommendations are provided for future implications.