The main aim of this research is to determine whether education faculty students' critical thinking disposition differ according to different variables or not. The study was conducted by sampling 279 students studying at Istanbul University, Hasan Ali Yücel Education Faculty (Primary teaching, Science teaching, Mathematics teaching, Social Studies teaching, Gifted teaching and Turkish education departments) 127 students were male and 151 were female. The students' ages differ between 21 and 24. The data were collected through The California Critical Thinking Disposition Inventory which was adapted by Kökdemir (2003) into Turkish. The overall reliability coefficient of the scale was found .89 and the scale consisted of 75 items. The scale has 7 subscales (Analyticity, inquisitiveness, open-mindedness, self-confidence, truth seeking, systematicity and maturity). The data were analysed through t test and Variance analysis (F), were commented and presented in tables. At the end of the study, according to the departments of students except systematicity subscale, no significance was observed according to gender. According to the departments student teachers study, except Systematicity subscale, meaningful significance was observed toward gender except from Truth seeking subscale and academic success showed no meaningful significance.