The present study aimed to determine the effect of belief about the consistency of teacher education program in the formation of teacher identity of pre-service primary school teachers. In the study, a correlational survey method was benefitted. The participants of the research study consisted of 203 senior pre-service primary school teachers of three different state universities in 2018-2019 academic year. Early Teacher Identity Scale and TEDS-M Beliefs about the Effectiveness of Teacher Education Program were used as data collection tools. As a result, it was determined that the pre-service primary school teachers' beliefs about the effectiveness of the teacher education program are high and the early teacher identity was at a medium level. In addition, it was revealed that the beliefs about the consistency of the teacher education program differed significantly in favor of the female pre-service teachers when compared to the beliefs of the males. However, the early teacher identity level of the two groups did not differ. It was concluded that there was a low positive relationship between belief about the effectiveness of teacher education program and the early teacher identity and belief about the effectiveness of teacher education program was a significant predictor of early teacher identity.