The study aims to examine the relationship between perceived self-efficacy in science teaching and disposition towards reflective thinking in pre-service science teachers based on different variables. For this purpose, the Perceived Self-efficacy Scale for Science Teaching and Disposition Towards Reflective Thinking Scale were conducted in 619 preservice science teachers attending four public universities in Turkey. The research results suggest a positive significant relationship between perceived self-efficacy in science teaching and disposition towards reflective thinking at medium-level. While perceived self-efficacy in science teaching did not have any significant difference in respect to gender, grade level, type of education, status of giving private lessons or type of high school, the difference based on the universities and sense of academic success of pre-service science teachers was found to be significant. Disposition towards reflective thinking is not significantly different based on grade, type of education, type of high school or status of giving private lesson, whereas significant differences are observed in respect to gender, universities and sense of academic success. A regression equation was devised for the variables that predict disposition towards reflective thinking. The implications were discussed.