The aim of this study is to analyze, using a path analysis model, the predictive relationships among pre-service teachers' epistemological beliefs, their educational philosophy tendencies and their teaching-learning conceptions. A relational screening model and predictive correlational design were used in this study. The sample of this study consisted of 1621 pre-service teachers from the faculty of education in a state university in Turkey. The Epistemological Beliefs Scale adapted by Deryakulu & Büyüköztürk (2005), the Teaching-Learning Conceptions Scale adapted by Aypay (2011), and the Educational Philosophy Tendency Scale developed by researchers were all used as data collection tools. Path analysis was used to calculate predictive relationships among pre-service teachers' epistemological beliefs, their educational philosophy tendencies, and their teaching-learning conceptions. Study findings indicate that pre-service teachers' epistemological beliefs and their educational