Today, technology is expressed as the age of knowledge has become very easy to achieve thanks to the development of information and communication technologies. But there are some problems that can make it so easy for us to know that our time has come. At the beginning of these, individuals need to have information literacy competencies in order to be able to understand whether the information obtained is genuine and correct information. An individual who is knowledge literate feels more comfortable in solving a problem that he or she is experiencing in education. It is an important part of personal development that the individual accepts the information obtained correctly from the right source and activates it by integrating it into his life. It is important for the students to identify themselves, especially the identification of the individual developmental orientations of the students in the education age. The purpose of this research is to examine whether there is a relationship between the level of information literacy and the personal developmental orientation of the child development program students. A survey method was used in this study. Participants of the research constitute students of the 122 Child Development Program students who graduated from Sakarya University Health Services Vocational High School in the academic year 2016-2017. In order to collect data in the research, "Information Literacy Scale" developed by Adıgüzel (2011) and "Personal Growth Initiative Scale II" developed by Robitschek, Ashton, Spering, Geiger, Byers, Schotts & Thoen (2012) and adapted to Turkish by Yalçın and Malkoç (2013) was used. It has been observed that students participating in the study have a high level of information literacy. The level of information literacy of the students did not differ according to the level of the classes they had studied, whereas it was different according to the types of high school graduation. It has also been observed that students are prone to high levels of personal development. Another result is that the child development program students' personal development orientations do not differ according to the class levels they are studying and the types of high school graduation. Another consequence is that there is no significant relationship between information literacy levels of the child development program students and personal developmental orientations in terms of readiness to change, plannedness, use of resources and behavioral sub-dimensions.