This study aim to determine early clues that can be seen in kindergarten students at risk of dyslexia. The sample consisted of 27 students selected from two kindergartens through purposeful sampling. The Kindergarten Dyslexia Pre-Determination Observation Form was developed by researcher, Personal Information Form and Colorado Learning Disability Questionnaire-Reading Sub-Scale (CLDQ-R) were used as a data collection tool. Firstly, the students were observed by the kindergarten teachers during the education period through the scale that was developed by researcher and in the following next year, the classroom teachers in the schools where these students started the first year and the researcher identified the students who were thought to be at risk dyslexia. Finally the early clues in the kindergarten were tried to be reached by following the last measurements. The data were analyzed using Mann Whitney U test and descriptive analysis techniques. As a result of this study, it can be said that kindergarten students at risk of dyslexia have problems to recall the informations (songs, rhymes, words, names and names), phonologic development, rapid automatic naming skills, simple sequencing and arithmetic skills, experienced in time and spatial skills and have less vocabulary than their peers and this situation is reflected in their speeches.