This non-experimental exploratory survey examined pre-service science teachers' self-efficacy beliefs and professional identity as influenced by their secondary school years learning experiences. A convenience sample of 60 undergraduate science student teachers participated in this study. An open-ended questionnaire on secondary school science experiences survey regarding the influences of school years' learning experiences on their current pedagogic practices. Survey data were analyzed using descriptive and inferential statistics and qualitative data were thematically analyzed. The findings suggest that pre-service science teachers perceive their self-efficacy as science teachers to be influenced by the teaching approaches used by their secondary school teachers to target learners' interests which include making science relevant to life and targeting learners' misconceptions in science. Similarly, they perceive the development of their professional identity to be influenced by their prior experiences as learners and observing their secondary school teachers' affective domain including their enthusiasm and positive attitude toward science. Recommendations are made to teacher education programs to promote use of reflective journals.