The purpose of the present study is to investigate the life-long learning tendencies of preservice teachers and compare these tendencies in relation to different variables. The study is a quantitative study designed in the survey model. The universe of the study is comprised of 1125 students attending the Education Faculty of Dumlupınar University in 2014-2015 academic year and sampling consists of 286 pre-service teachers selected from the universe through stratified sampling technique. In the study, "Lifelong Learning Tendencies Scale (LLLTS)" developed by Diker-Coşkun and Demirel (2010) was employed as a data collection instrument. Within the study, descriptive statistics were calculated to determine the pre-service teachers' life-long learning tendencies. In paired comparisons, t-test and in comparisons having more than three dimensions, ANOVA were employed. In cases where the normality of the data was not fulfilled, Kruskal Wallis H test was run for triple comparisons. In light of the findings of the study, it can be argued that the pre-service teachers' life-long learning tendencies are low; they do not significantly vary depending on gender; the mean scores of the pre-service social studies teachers and science teachers are higher than that of the pre-service classroom teachers; the mean score of the preservice teachers having a general academic average ranging between 2.00 and 2.99 is higher than that of the pre-service teachers having a general academic average ranging between 3.00 and 4.00; the mean score of the first-year pre-service teachers is higher than those of the pre-service teachers from the other grades