Prior research suggests the interdependent nature of prospective teachers (PTs) beliefs about mathematics and beliefs about teaching and learning mathematics. Further, PTs' beliefs are said to be shaped by their prior experiences as mathematics learners. Using structural equation modeling, we assessed the relation between early childhood and elementary prospective teachers' (N = 213) prior school experiences with their Beliefs about Mathematics and Pedagogical Beliefs about teaching and learning mathematics as measured by the Integrating Mathematics and Pedagogy (IMAP) survey. The results suggest a significant direct relation between PTs' Beliefs about Mathematics and Pedagogical Beliefs. One main recommendation is that within the teacher preparation programs the classes should "speak" to each other as opposed to content being taught in one department and methods course in another department. In addition, results highlighted a non-significant indirect relation between PTs' Beliefs about Mathematics and Pedagogical Beliefs when mediated through their prior experiences. This signifies that regardless of prior experiences, PTs' Beliefs about Mathematics influence their Pedagogical Beliefs. This calls for teacher training programs to design learning experiences in a way that assists in shaping PTs beliefs irrespective of their experiences as elementary mathematics learners.