The aim of this research was to examine science and mathematics teaching efficacy beliefs of pre-school teachers in terms of some variables. The sample of the study was comprised of 191 pre-school teachers working in a city in Aegean Region of Turkey. Since it attempted to define self-efficacy beliefs of pre-school teachers toward science and mathematics teaching, the relational screening model was used. Developed by Riggs and Enochs [1] and adapted by Özkan, Tekkaya and Çakiroglu [2], "The Scale of Self-Efficacy in Science Teaching" and adapted for mathematics teaching by Dede [3], "The Scale of Self-Efficacy in Mathematics Teaching" was used to collect data in the study. The results indicated that the self-efficacy beliefs of the teachers toward mathematics and science teaching differed regarding their graduation program and the time period that was allocated for science and mathematics activities.