This study quantitatively detailed an investigation into Chinese pre-service teachers’ mathematics beliefs in the context of China’s recent mathematics curriculum reform. A total of 514 pre-service mathematics teachers from five teacher education institutions in China participated in a belief questionnaire survey. The data were analyzed through a series of exploratory techniques, including principal component analysis, latent profile analysis, and two-way multivariate analysis of variance. The results of this study showed that Chinese pre-service teachers’ mathematics beliefs were not completely reform-oriented, and there is still a long way to go for the success of mathematics curriculum reform in China. Implications for educational theory and practice are presented at the end of this paper.