The purpose of the study is to determine relationships between the pre-service math teachers' TPACK efficacy and self-efficacy perception levels. In the study it was focused on the polygons one of the geometry subjects, and pre-service teachers' Content Knowledge (CK), Pedagogical Content Knowledge (PCK), Technological Content Knowledge (TCK), and Technological Pedagogical Content Knowledge (TPACK) levels were examined. Correlational research approach was used in the research. The participants composed of 88 pre-service teachers who were attended in Special Teaching Methods II course. In order to evaluate the pre-service teachers' CK, PCK, TCK, TPACK efficacy levels in the collection of data, Multiple Choice Achievement Test on Polygons, Question Forms, Lesson Plan Preparation Method and Participant Report were used. Also TPACK Regarding Geometry Instrument was used to evaluate pre-service teachers' TPACK self-efficacy levels. In conclusion according to the results obtained from different data sources in the study, for the TPACK efficacy scores and self-efficacy scores there is no statistically significant relation for both pre-test and post-test.