One of the important tasks of teachers is to enable students to benefit effectively from the mass media in acquiring a reading culture. In order to perform this task, firstly teachers themselves should acquire the habit of using the mass media effectively and responsibly in the context of reading culture. In this respect, the aim of this study is to examine teachers’ reading culture levels and habits of using mass media. The research data has been obtained through the “Questionnaire of Reading Culture Level and Habit of Using Mass Media” developed by the researchers. The participants of the research were composed of 217 teachers working in Çankaya, Ankara in the 2014-2015 academic year. Firstly, Turkish language and elementary school teachers’ responses to the questionnaire were identified and then the frequencies and percentages of these responses were calculated. Results suggested that the responses of the teachers mostly focused on the critical reading level and this condition showed that they have some limitations regarding using the mass media tools in a deliberative way. Furthermore, as can be seen from the findings of the study, teachers did not have the basic knowledge and skills which involve all the components of the reading culture process.One of the important tasks of teachers is to enable students to benefit effectively from the mass media in acquiring a reading culture. In order to perform this task, firstly teachers themselves should acquire the habit of using the mass media effectively and responsibly in the context of reading culture. In this respect, the aim of this study is to examine teachers’ reading culture levels and habits of using mass media. The research data has been obtained through the “Questionnaire of Reading Culture Level and Habit of Using Mass Media” developed by the researchers. The participants of the research were composed of 217 teachers working in Çankaya, Ankara in the 2014-2015 academic year. Firstly, Turkish language and elementary school teachers’ responses to the questionnaire were identified and then the frequencies and percentages of these responses were calculated. Results suggested that the responses of the teachers mostly focused on the critical reading level and this condition showed that they have some limitations regarding using the mass media tools in a deliberative way. Furthermore, as can be seen from the findings of the study, teachers did not have the basic knowledge and skills which involve all the components of the reading culture process.