The study was aimed to investigate not only the relationship between prospective teachers' study approaches and critical thinking dispositions, but also their study approaches and critical thinking dispositions in terms of various variables. In this research survey model was utilized. The participants were 242 prospective teachers at Alanya Alaaddin Keykubat University Faculty of Education. In order to collect data, the "Critical Thinking Disposition" revised by Semerci (2016) and the "Study Process" scales the validity and reliability of which were conducted by Yilmaz and Orhan (2011) were utilized. In the research, the descriptive statistics and Kruskal Wallis H test and independent samples t-test were used. Prospective teachers were found to score at "I agree" levels at the Critical Thinking Disposition Scale and "It is true of me about half the time" at the study approaches. There wasn't significant difference between prospective teachers' both study approaches and critical thinking dispositions in according to gender variable, but there was statistically significant difference in according to class level and program type variables. In addition to, meaningful relationship was found between deep study approach and critical thinking dispositions.