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In the literature, there are studies that separately tackled with how the epistemological beliefs and multiple domains of intelligence of the individuals have developed through their experiences. However, no study has investigated the relationship between them. Consequently, this study aims to investigate the pre-service science, elementary mathematics and classroom teachers' epistemological beliefs, their Multiple Intelligence (MI) domains, and the relationship between these. The sample of this descriptive survey study consists of 457 pre-service teachers (PSTs) in total. The data is collected through the ‘Multiple Intelligence Inventory’ and ‘Epistemological Beliefs Questionnaire’. One-way ANOVA and Pearson correlation coefficient were used for data analysis. Findings revealed statistically significant differences in the MI domains and epistemological belief dimensions (EBDs) in terms of the branches of PSTs. Also, there is a significant relationship between some MI domains and some EBDs in terms of PST’s branches. In addition to these, the findings imply that the cultures, structures, implicit and explicit rules, adaptation strategies and the content that are imposed by each branch influences this relationship between MI and EBDs.