Pre-service teachers’ belief systems regarding the self-regulation of learning were investigated from a conceptual change perspective. Four hundred and twenty nine pre-service teachers answered a 6-point Likert scale Beliefs about Learning and Teaching (BALT) questionnaire. The results confirmed that beliefs theoretically consistent with SRL were be positive predictors of beliefs in the importance of teaching students SRL strategies. Beliefs inconsistent with SRL were found to be negative predictors of beliefs in the importance of teaching students SRL strategies. The SEM modeling also revealed that the participants’ belief systems contained internally inconsistent beliefs about teaching. The implications for the design of SRL interventions and future research are discussed.