This study was conducted to examine the structural relationships among pre-service science teachers' scientific epistemological beliefs, self-regulation skills, and their disposition towards participating in argumentation. For this purpose, structural equation modeling (SEM) was applied in the study in which 229 pre-service science teachers participated. According to the results, development dimension of epistemological belief predicted argument approach positively, while source and certainty dimensions predicted argument avoidance negatively. All dimensions of epistemological beliefs, except for the certainty dimension, predicted self-regulation skills positively. When the relationship between self-regulation skills and argumentativeness was examined, it was revealed that pre-service science teachers' self-regulation skills such as asking questions and goal setting positively predicted participation in argumentation. According to the findings, it can be concluded that demonstrating the relationship between self-regulation and argumentativeness would make a significant contribution to the literature.