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The aim of this study is to investigate preservice primary Mathematics teachers’ self-efficacy beliefs in terms of gender, class level and problem-solving skills. According to this aim, the research was conducted on 152 preservice teachers enrolled in Primary School Mathematics Teaching program from Hasan Ali Yücel Educational Faculty in İstanbul University. The data was collected through a Math Literacy Self-Efficacy Scale and a personal information form that includes a routine problem-solving task. T-test and variance analysis were used for analyzing the data. According to the results of the data analysis, it was determined that there were significant differences in mathematics literacy self-efficacy beliefs of preservice primary mathematics teachers in terms of class level; however, there was no significant difference in terms of gender. It was also determined that the self-efficacy levels of preservice primary mathematics teachers who solved the problem was significantly higher than those who failed to write the problem. The findings were discussed in the light of related literature and some suggestions regarding the study were provided.