The aim of this study is to examine the relationship between critical reading skills and creative reading perceptions of fifth grade students. In the study, correlational research design was employed. The population of the study consisted of approximately 5000 fifth grade students studying at schools in the city center and at central village schools in Usak Province, Turkey in the 2019-2020 academic year. The sample of the study consisted of 446 fifth grade students selected from this population through stratified sampling. To collect the data, the "Critical Reading Skill (CRS) Scale" and the "Perception Scale of Creative Reading" (PSCR) scale were used. In the analysis of the data, descriptive statistics, correlation, one-way and two-way analysis of variance, regression analysis and one-way multivariate analysis of variance were used. As a result of the research, it was found that there was a positive and significant relationship between the critical reading skills and creative reading perception levels of fifth grade students (r =0.886, p<0.01). In addition, it was found that critical reading skill was a significant predictor of creative reading perception (R[superscript 2] =0.785, p<0.01). It was concluded that gender groups did not significantly affect the relationship between critical reading skill level and creative reading perception level of fifth grade students while average daily TV viewing time and the number of the books read in a month variables significantly affected this relationship. In addition, it was revealed that critical reading skill scores were significant predictor of creative reading perception scores. Lastly, our results indicated that critical reading skill level and the number of the books read in a month had common effect on the creative reading perception level of the students.