This research aims to explore the changes in teacher self-efficacy and academic self-efficacy perceptions of pre-service teachers participating in the pedagogical formation education program (PFEP) and their relations with several variables. The research has a correlational survey model. The population of the research consists of 1140 pre-service teachers who have received pedagogical formation education at Kahramanmaraş Sütçü İmam University and who graduated from 18 different departments during the spring term of 2015-2016 academic year. The research sample holds a total of 646 pre-test and 450 post-test pre-service teachers who were selected by convenience sampling method. The research has deployed three data collection tools: “Personal Information Form”; ‘Teacher Self-efficacy Scale’ and ‘Academic Self-Efficacy Scale’. The data were collected in approximately 14 weeks at the beginning and end of the 2015-2016 spring semester. The same scales were administered to the pre-service teachers at the beginning and end of pedagogical formation education. Dependent and independent group t-test, one-way ANOVA, LSD, and correlation analysis were used during the data analysis. Research results have revealed that pre-service teachers’ perceptions towards teacher self-efficacy differ in terms of their gender, age, grade point average (GPA) and graduation field; however, no significant difference has been identified in terms of their teaching experience. Besides, the participants’ academic self-efficacy perceptions have been found to vary across their gender, age, GPA, teaching experience and graduation field. A decrease in pre-service teachers’ academic self-efficacy beliefs was found at the end of PFEP while no change was determined for teacher self-efficacy beliefs. A low, reverse and significant relationship has been noted across pre-service teachers’ teacher self-efficacy and academic self-efficacy perceptions after PFEP.