The beliefs held by preservice teachers will affect their classroom perceptions and behaviors. Therefore, understanding these beliefs is necessary to better understand preservice teachers, manage educational reforms successfully, and improving their teaching practice. From another perspective, understanding the belief structures of preservice teachers is important to improve their professional readiness and teaching. This study thus aims to explore whether there is a relationship between preservice elementary teachers' beliefs on education and classroom management. The relational model was used in the study. The study was conducted on 394 third and fourth year students from the Division of Classroom Teaching in the Elementary Education Departments of five public university. The scales used for the data collection are "Beliefs on Education Inventory" and "Attitudes and Beliefs on Classroom Management Survey". Data analyses were made through descriptive statistics, the Chi-Square Test, One-Way Analysis of Variance (ANOVA), Independent Samples t-Test, and the Kruskall Wallis Test. Even though preservice teachers might have different beliefs, it was found that those who adopted the progressive view in the people management dimension of classroom management were less interventionist, those who adopted the eclectic education belief were more interactive than the former, and those who held the transfer belief were more interactive than those in the other groups. This study attempted to determine and compare pre service elementary teachers' educational and classroom management beliefs. They have various beliefs on education and classroom management. However, it is not clear what beliefs need to be altered or what beliefs are better. Even if we were, we would not have a way of changing these. The beliefs of future teachers will be reflected in their practices; thus, these research results may contribute to teacher education institutions, policy-makers, teachers and school administrators.