In this study, whether the variables of pre-service teachers' reflective thinking related to problem solving, attitude towards mathematical problem solving, metacognitive awareness, mathematical literacy self-efficacy, belief related to mathematical problem solving and problem solving achievements differ according to class level and the prediction condition of these variables for problem solving achievement were investigated. The predictive correlational research method, among the quantitative research methods, was employed in the research. 226 pre-service secondary school mathematics teachers, from the Department of Secondary School Mathematics Teaching in the Faculty of Education in Eastern Anatolia Region, participated in the research. Data were collected with the "Reflective Thinking Skill Scale towards Problem Solving", "Attitudes towards Mathematical Problem Solving Scale", "Metacognitive Awareness Inventory", "Mathematical Literacy Self-efficacy Scale", " Belief Scale Related to Mathematical Problem Solving", and " Problem Solving Achievement Test". The One Way MANOVA and Structural Equation Model were applied in data analysis according to the aims. At the end of the analyses, it was observed that reflective thinking, attitude, metacognitive awareness and mathematics literacy levels of the pre-service teachers were higher in the first class compared to the second class, but increased again in the third and fourth classes respectively. The belief related to problem solving and problem solving achievement levels increased as the class level increased. In addition, it was concluded that the mathematical literacy self-efficacy levels predict the problem solving achievements of the pre-service teachers directly; on the other hand, reflective thinking, attitude, metacognitive awareness and belief variables predict problem solving achievement through the variable of mathematics literacy.