The aim of this research is to investigate the relationship between prospective classroom teachers' attitudes towards mobile learning and their mobile learning readiness levels. For this purpose, data were collected from prospective teachers using the Mobile Learning Readiness and Attitudes towards Mobile Learning scales, and the relationships between the dimensions that determine the scale levels of pre-service teachers were examined through correlation and regression analyses. T-test, one-way analysis of variance (ANOVA) and post hoc (Tukey, LSD) analyses were used to examine the differences in scale levels according to the descriptive characteristics of pre-service teachers. As a result of the study, it was found that the attitude towards mobile learning increased the general level of mobile learning readiness. The attitudes, satisfaction, impact on learning, motivation, and usefulness scores of prospective teachers towards mobile learning do not differ according to gender, the status of education studied via mobile learning. However, it has been found that there is a significant difference according to the internet access status. As a result of the research, it can be suggested that the internet infrastructure of universities should be improved, and prospective teachers should be encouraged to use mobile learning tools.