The purpose of this study was to examine teachers’ opinions about student-centered instructions, as well as to study effective factors in their instructional beliefs. Six important components of student-centered pedagogy examined in this study that were, educational objectives, content, teaching strategies, and instructional assessment, educational technology and learning environment. The methodology of this study was a quantitative research. An inventory to measure teachers’ beliefs about student-centered pedagogy employed to gather data. SPSS 15 was used to produce the mean, standard deviations, Pearson Product Moment Correlation (r), T-test, Bonferroni Post Hoc test and ANOVA. Results showed that the components of studentcentered pedagogy have a high influence on their instructional beliefs and also there was a relatively high positive correlation between components of student-centered pedagogy. The analysis some variables such as gender, age, school level and teaching experience indicated, some those had an impact on student-centered beliefs. There was no significant difference between the male and female teachers’ beliefs on overall studentcentered pedagogy. The analysis also showed overall means of the student-centered pedagogy was statistically significant for elementary, middle and secondary school teachers, age groups and teaching experience.