The study sought to analyze the effects of the Technology, Pedagogy, and Content Knowledge (TPACK) program on the relationship between preservice elementary school teachers (n = 194) and the variables of their gender. Quantitative data collected during the fall semesters of 2018 and 2019 were statistically analyzed using the Wilcoxon rank sum test to compare the teachers' attitudes toward convergence, TPACK, and science teaching efficacy beliefs according to group variables. The comparison of attitudes toward convergence indicated gender-specific differences in Year 1 in knowledge, personal relevance, social relevance, interest, and overall scores. No significant differences were found in most components in Year 2. The pre- and posttest TPACK results revealed significant gender-specific differences in Year 1 for Technological Knowledge (TK), Content Knowledge (CK) of Science, Content Knowledge of Korean, Pedagogical Knowledge, Pedagogical Content Knowledge, Technological Content Knowledge, Technological Pedagogical Knowledge, TPACK, and overall scores. In Year 2, gender-specific differences were present in TK, CK of Mathematics, CK of Social studies, CK of Science, and TPACK. Analysis of Science Teaching Efficacy Belief Instrument (STEBI-B) by gender indicated that the overall scores and personal science teaching efficacy of female student teachers improved in Year 1. In Year 2, no significant gender-specific differences were found in the STEBI-B in the pre- and posttest results.