The aim of this study was to examine the computational thinking skill levels and online self-regulatory learning levels of pre-service teachers in terms of various variables and to determine the relationship between their computational thinking skill levels and online selfregulatory learning levels. The design of the research is the correlational survey model, one of the quantitative research designs. The study group of the research consisted of preservice teachers studying at the education faculty of a state university in Turkey and voluntarily participating in the research. A personal information form, computational thinking skills scale and online self-regulatory learning scale were used as measurement tools in the research. Within the framework of quantitative data analysis, descriptive analysis techniques, independent samples t-test, one-way ANOVA, Kruskal-Wallis H test for independent samples and Pearson Correlation technique were used. When the research findings were examined, it was seen that 63% of the pre-service teachers participating in the research had a high level of computational thinking skills and 36% had a very high level. It was also seen that 72% of the pre-service teachers had a high level of online self-regulated learning skills, 18% had a very high level, and 9% had a medium level. In addition, there was a moderate, positive and significant relationship between pre-service teachers' computational thinking skills and online self-regulatory learning levels. The research findings were interpreted in line with the relevant literature and various suggestions were made for practice and future research.