This study aims to determine the relationship between the attitudes of teacher candidates towards teaching critical thinking and critical thinking standards. The population of the study consists of teacher candidates studying at the faculties of education in 2020-2021. The sample of the study consists of 743 teacher candidates determined by the appropriate sampling method. Descriptive statistics, MANOVA, and regression analyses have been used for the analysis of the data. As a result of the research, It has been determined that knowing the teaching of critical thinking has a positive effect on attitudes towards teaching critical thinking and critical thinking standards. Attitudes toward teaching critical thinking and critical thinking standards results of the teacher candidates who read four or more books per month are higher than that of those who have never read a book or read just a book per month. It has been observed that there is a positive moderate relationship between the attitudes toward teaching critical thinking and critical thinking standards results of the teacher candidates. When critical thinking standards are examined as a predictor of attitudes towards teaching critical thinking, critical thinking standards explain 37% of the variance related to attitudes towards teaching critical thinking.