Candidate teachers have several beliefs related to their knowledge, learning and teaching. The purpose of this study is to analyze the beliefs of candidate teachers about knowledge, learning and teaching. Candidate teachers were assigned a scale and from the answers “belief points” were obtained based on their attitudes about these three dependent variables. It is investigated whether or not there is a significant difference in candidate teachers’ belief points about knowledge, learning and teaching. In addition, this research aims to show to what extent they have these beliefs and predictive among these belief dimensions regardless of variable identification. The relational descriptive method is used in this study. The study was conducted on the 297 primary school candidate teachers selected as subjects of the research in the last year of their education. It is found out that the belief of teaching needs to be constructivist and learning depends on process and efforts are indirectly predicted by the belief on the relativity of knowledge. Similarly, traditional beliefs on teaching are directly and indirectly predicted by the belief that learning depends on effort and ability and the belief in objective and ultimate knowledge. Consequently, it is determined that individuals’ beliefs on knowledge, learning and teaching are highly interdependent.