This research was designed to analyze the relationship between cognitive agility and both self-regulation and self-efficacy among pre-service teachers. The study was conducted on a sample of 210 pre-service teachers (97 males/ 113 females). Three scales were applied: the first is the Cognitive Agility Scale (CAS), which consists of five dimensions; cognitive flexibility, cognitive openness, attention focus, common sense, and emotional flexibility, the second is the self-regulation Questionnaire (SRQ) which consists of four dimensions: planning, monitoring, adjusting, and reflecting, and the third is the self-efficacy Questionnaire (SEQ) to measure pre-service teachers' social, academic, and emotional self-efficacy (developed by the researcher). For this study, using the descriptive approach and appropriate statistical methods The scores of the dimensions of self-regulation and self-efficacy of pre-service teachers were positively related to the scores of the dimensions of cognitive agility and the total score, there are statistically significant differences between males and females in common sense and emotional agility in favor of females, while in cognitive flexibility, cognitive openness, attention focus and cognitive agility in favor of males; there are differences between high and low levels in self-regulation and self-efficacy, in cognitive agility in favor of high levels, and the two-way interactions between: gender and levels of self-regulation, gender and levels of self-efficacy, levels of self-regulation and levels of self-efficacy affect  in the cognitive agility. This study provides insights into the interactive effects of self-regulation, self-efficacy and cognitive agility. This may help in developing self-regulation and self-efficacy strategies to enhance the dimensions of cognitive agility and the total score of pre-service teachers.