The purpose of this study is to explore the effects of pre-service early childhood teacher’s teaching aptitude-personality and self-esteem on their self-concept. For this purpose, 288 college students participated in this study. The participants completed questionnaires assessing their perception of teaching aptitude and personality, self-esteem, and self-concept. The quantitative data were collected and were analyzed by conducting descriptive statistics and multiple regression. The main results of the study are as follows: First, the self-concept of pre-service early childhood teachers was positively affected by the general self-esteem, the social self-peers, the psychological separation, and the personal interests. Second, the general self-esteem and the school-academic were significant variables to predict the self-acceptance; The general self-esteem and the service-self sacrifice were significant variables to predict the self-concept on profession or social position; The general self-esteem and the social self-peers were significant variables to predict the view on children as the sub-factors of teachers’ self concept. Third, the social self-peers affects on all areas of self-concept. Forth, the general self-esteem was a significant variable to predict the all of the sub-factors of teachers’ self concept excepts for the view on children. The view on children was mainly affected by the psychological separation variable. Other considerations are discussed in detail.