Japanese school teachers are undergoing a drastic reformation of the system of teacher education and teacher training. It is anticipated that the change of the Japanese society along with the change of the circumstances of teachers in school must affect pre-service teachers’ views of teachers and education. Therefore, this study purposed to identify present Japanese pre-service teachers’ cognition and belief about teachers and education. A questionnaire survey targeting 45 preservice teachers was conducted. As a result, 16 statements were identified as beliefs about teachers’ qualities, including four sub-scales: teaching ability, fairness and consistent behavior, motivation for self-development, and kindliness and consideration for the students. On the other hand, 17 statements were identified as beliefs about education with four sub-scales: diligence and commitment, cooperation and mutual support, saying what must be said, and consideration and appreciation.