This study investigates the relationship between pre-service teachers' learning styles (LS) and their critical thinking disposition (CTD). The study was carried out with the participation of 358 candidate teachers--243 female and 115 males--who study in different programs in the Faculty of Education at Burdur Mehmet Akif Ersoy University, Turkey. Grasha-Reichmann Learning Style Scales (1974) and Critical Thinking Disposition Scales by Semerci (2016) were used as data collecting tools. The obtained data were analyzed using parametric tests t-test, ANOVA, Pearson correlation, two-way ANOVA, and regression. In all analyses, p<0.05 significance level was identified. It was found that there was a significant relationship at a moderate level between the LS and the critical thinking tendencies of the candidate teachers. Depending on the variables such as age, gender, the type of high school, and departments, a moderate relationship was found between LS and critical thinking tendencies. While the common impact of age and LS; gender and LS; the high school type and LS were not significant, the common impact of department and LS were found to be significant at a moderate level. On the other hand, when the departments, high school types, and LS are considered together, it is found that each binary variable can explain approximately 25% of critical thinking dispositions. In the light shed by these results, it is suggested that the LS and critical thinking tendencies must be considered together in teaching-learning processes designed for candidate teachers