Teachers’ epistemological beliefs play a crucial role in their professional behaviors. Different factors affect these beliefs. The purpose of this study is to examine the effects of demographical variables on pre-service teachers’ epistemological beliefs. This study was carried out via qualitative approach and with the help of survey research method. The population included all the education pre-service teachers in Shahid Hashemi Nejad Campus in Mashhad (n=562) in the academic year 2016-2017. The sample was selected based on Morgan Table (n=228) and the method of random classification sampling. The data were gathered through Epistemic Beliefs Inventory (EBI). The results revealed that pre-service teachers’ epistemological beliefs are at the rather high level. There is no significant relatsionhisp between pre-service teachers’ academic year and their epistemological beliefs but there is a significant relatsionhisp between pre-service teachers’ marital status and their epistemological beliefs. Again there is no relationship between the academic achievement of pre-service teachers’ and their epistemological beliefs.