Introduction: The purpose of this study was to examine the relationship between lifelong learning (LL) and attitudes towards the teaching profession (ATTP) of pre-service teachers. LL and ATTP of pre-service teachers were compared in terms of gender, perceived success level and reading frequency variables. Methods: This correlational study was conducted with 515 pre-service teachers from a faculty of education located in Turkey's Central Anatolia Region. "Lifelong learning tendency scale" and "Attitude toward the teaching profession scale" were used as data collection tools. Results: The results of the study showed that there was a positive and statistically significant correlation between pre-service teachers' LL and ATTP. Gender, perceived success level and reading frequency are variables that affect LL and ATTP of pre-service teachers. Discussion: Pre-service teachers' LL and ATTP provide important tools for improving teacher quality and learning quality of students, making it an indispensable integral part of the teaching profession in developed countries. Limitations: This study focused on pre-service teachers. A similar study can be designed with teachers and instructors. The quantitative research method was used in this study. A detailed examination with qualitative data was not carried out, which can be considered a limitation. Conclusions: It was revealed that the LL level of pre-service teachers was high and the ATTP level was very high. Being female affects LL and ATTP levels of pre-service teachers positively. Another result of this study is that the more successful pre-service teachers perceive themselves to be, the more lifelong learning tendencies they have. The more frequently pre-service teachers read books in daily life, the more their lifelong learning tendencies and attitudes towards the teaching profession increase. The results of this study revealed that there was a moderate, positive and statistically significant correlation between LL and ATTP.