Data on content knowledge and self-efficacy beliefs were collected from 41 elementary preservice teachers enrolled in a mathematics methods course. Correlational analysis was used to determine whether a relationship existed between elementary preservice teachers' mathematics content knowledge (MCK) and two factors representing mathematics teacher self-efficacy, Mathematics Teaching Outcome Expectancy (MTOE) and Personal Mathematics Teaching Efficacy (PMTE; Enochs, Smith, & Huinker, 2000). MCK was measured using the Praxis® Elementary Education: Multiple Subjects: Mathematics. No statistically significant relationship was found between preservice teachers' MTOE and MCK, nor between PMTE and MCK. These findings are similar to those of Newton, Leonard, Evans, and Eastburn (2012) whose results suggested elementary preservice teachers' prior experiences with learning mathematics content may become less important in terms of efficacy judgments as they gain positive experiences with teaching mathematics. Implications for practice and future research will be discussed.