In the current study, the purpose is to determine the relationship between teachers educational beliefs and professional values and to investigate whether their educational beliefs and professional values vary significantly depending on some variables. The study was designed in the relational survey model. The sampling of the present study consists of 253 science and technology, mathematics, classroom, social studies and Turkish teachers working at schools of the city of Afyon in 2013-2014 school year. In the collection of the data, Educational Beliefs Scale (EBS) developed by Yılmaz, Altınkurt and Çokluk (2011) and Teaching Professional Values Scale (TPVS) developed by Tunca (2012) were employed. In the analysis of the data, descriptive statistics, Pearson Product-Moment Correlation Coefficient, ANOVA and Kruskall Wallis H test were run. In line with the findings of the present study, it can be argued that in relation to educational beliefs, the teachers displayed the highest participation in the dimension of existentialism and the dimension in which they demonstrated the lowest participation was found to be essentialism; educational beliefs only varied significantly in the dimension of perennialism depending on their education level; depending on the socio-economic status of the school, educational beliefs only varied significantly in the dimensions of re-constructionism and perennialism and did not vary depending on the branch of the teachers. In terms of professional values, the teachers think of themselves highly positively; the teachers graduating from two-year degree programs, undergraduate programs and graduate programs possess similar professional values and the scores taken from the dimensions of Personal and Societal Responsibility and Openness to Co-operation and the whole TPVS varied significantly depending on the socio-economic status of the school. Moreover, a positive and moderately significant correlation was found between the teacherseducational beliefs and professional values.