This study has been conducted to investigate conceptions of learning science (COLS) and personal science teaching efficacy belief (PSTE) of Turkish preservice elementary science teachers (PSTs) and to explore the relationship between these variables. Two instruments COLS questionnaire and PSTE subscale of Science Teaching Efficacy Beliefs Instrument (STEBI-B) have been administered to 379 PSTs from seven different universities. Descriptive analyses have pointed out that PSTs have higher level of COLS and moderately higher level of PSTE. The results obtained from the structural equation model have revealed that the conceptions ‘testing’, ‘calculate and practice’, ‘increase of knowledge’, ‘applying’ and ‘understanding and seeing in a new way’ have significantly predicted PSTE. We have assumed that lower level of conceptions ‘memorizing’, ‘testing’, and ‘calculate and practice’ predict PSTE by negative coefficients while higher level of conceptions ‘increase of knowledge’, ‘applying’ and ‘understanding and seeing in a new way’ predict by positive coefficients. However, ‘calculating and practicing’ has positively predicted and ‘applying’ has negatively predicted PSTE. Considering the results, adaptation of inquiry- and argumentation-based learning and teaching environments in science teacher education, creating opportunities to develop PSTs’ pedagogical skills about knowledge transfer and application, and utilization of diagnostic tools to pursue PSTs’ development of COLS have been suggested.