This study set forth to determine the association between pre-service language teachers’ epistemological beliefs and pedagogical competence on a premise that they are a pioneering batch from neophyte teacher education institution. The study employed a descriptive-correlational design. The data were gathered from 122 PST and 44 cooperating teachers selected through a purposive sampling technique. In identifying the level of epistemological beliefs held by the PSTs, an adapted research questionnaire by Schommer (1998) was used. On the other hand, the NCBTS-TSNA (National Competency Based Teacher Standards – Teacher’s Strength and Needs Assessment) was utilized in determining the level of pedagogical competence of PSTs. Mean, Pearson correlation and linear regression analysis were used in the analysis of data. The study revealed that the level of pre-service teachers’ epistemological beliefs was high and sophisticated, and the level of pedagogical competence was relatively proficient. Moreover, it was also found that among the four dimensions of epistemological beliefs, only the simple knowledge showed no significant association with pedagogical competence, and that epistemological belief in general significantly influenced the aforementioned variable. Based on the results, it was suggested that awareness drive and capacity-building activities about epistemic beliefs may be integrated in the preparatory phase of the field study to strengthen such foundation.