The hypothesis that teachers’ epistemological beliefs change during their initial training and that they vary between specialized disciplines is investigated among four groups of pre-service high school teachers with two different interdisciplinary specialities. A global factor is obtained after administrating the Discipline- Focused Epistemological Belief Items questionnaire (Hofer, 2000). Results indicate that differences between specialities decrease from the beginning to the end of the training. Educational training contributes to refine the epistemological beliefs of pre-service teachers’ with two very distinct specialties.