The purpose of this study is to examinerelationships among pre-service science teachers’ conceptual knowledge ofelectric current, motivational beliefs, and self-regulation. One hundred andtwenty-seven students (female = 107, male = 20) enrolled in the scienceeducation program of a public university in Ankara participated the study. A conceptmap technique was used to determine students’ conceptual knowledge level ofelectric current. To determine students’ motivational beliefs andself-regulation, a scale developed by Velayutham, Aldridge, and Fraser (2011) wasfirst translated into Turkish and adapted to Turkish culture and then used as ameasurement tool. Results showed that students’ motivational beliefs werepositively associated with their self-regulation, and students’ task value,self-efficacy, and self-regulation were positively related with students’conceptual knowledge of electric current. These results show that students’motivational beliefs and self-regulation have important roles in students’conceptual knowledge level when assessed using concept map technique.