The purpose of this study is to determine the relationship between pedagogical formation students general self-efficacy beliefs and epistemological beliefs. In this study, correlational survey model was used and the study was carried out on 83 pedagogic formation students at a universtiy in the Aegean Region and 91 pedagogic formation students at a university in the Western Black Sea Region. As the data collection instruments, the General Self-Efficacy Scale, developed by Shwarzer and Jerusalem (1995) and adapted to the Turkish culture by Aypay (2010) and the Epistemological Beliefs Scale, developed by Schommer (1990) and adapted by Deryakulu and Büyüköztürk (2002) were used. Quantitative data were collected in the spring semester of the 2012-2013 academic year. For data analysis, independent samples t-test, Mann-Whitney U-Test, and Spearman correlation coefficient were used. The results showed that in the pedagogic formation program students a negative and moderate level relationship was found between general self-efficacy and the ―belief that learning depends on effort‖ which is a subdimension of epistemological belief. Further, the pedagogic formation program students general self-efficacy was significantly different, depending on the university, but there was no significant difference when their genders were concerned. Epistemological belief s subdimension which is ―belief that learning depends on effort‖ was not different significantly in terms of gender but it differed significantly, depending on the university. The other subdimension of epistemological belief which is the ―belief that learnng depends on ability and belief that only one truth exists‖ differed significantly in terms of gender but did not differ significantly in terms of the two universities.