Abstract
The main intention of this study was to understand how pre-service teachers perceived the relationships between knowledge and belief, their criteria, and the sources which contribute to the formation of the two constructs. In addition, we were motivated to explore whether these perceptions by pre-service teachers were significantly different across countries by comparing the findings collected from similar studies. The data in this study were collected from 153 pre-service teachers who completed a questionnaire. We reported important findings such as teachers' perceptions of knowledge and belief and discussed the implications for teacher training program.