This study is associational research conducted to investigate whether the preservice teachers' individual innovativeness is decisive in their ICT competencies, one of their innovative teaching competencies. A convenience sampling method was used in sampling. 422 preservice teachers were students of the education faculties of six universities in Turkey, participated voluntarily in the study. Preservice Teachers' ICT Competencies Scale developed by Tondeur et al. (2017) and Innovativeness Scale developed by Hurt et al. (1977) were used to collect the data. Data were analyzed by descriptive statistics, ANOVA, and correlation analysis. The individual innovativeness levels of the majority of preservice teachers are low. More than half of the preservice teachers were at the early majority level. Preservice teachers with low innovativeness levels had low ICTC-ID and ICTC-PU competencies, and those with high levels were higher. A significant and positive correlation was found between preservice teachers' innovativeness levels and ICTC-PU and ICTC-ID competencies. There was a significant and positive relationship between sub-dimensions of innovativeness scale, risk-taking, openness to experience, and opinion-leading and ICTC-PU and ICTC-ID competencies. There was no relationship between the resistance to change, one of the innovativeness scale sub-dimensions, and ICT competencies. As the innovativeness levels of preservice teachers increased, their ICT competencies also increased. Therefore, the individual innovativeness variable appears to be an important factor in developing preservice teachers' ICT competencies.