This research purpose was investigate primary school teacher candidates’ reflective think-ing tendencies and critical thinking skills. It was also aimed that determine relationship between reflective thinking tendencies and critical thinking skills. Descriptive method was used in this study. Primary school teacher candidates’ reflective thinking tendencies and critical thinking skills were analyzed according to their gender and class level. The data were gathered in Kastamonu University. The study group 415 primary school teacher candidates who are study-ing 1-4th grades. The data were collected by “Reflective Thinking Tendencies Scale” and “Critical Thinking Scale”. Descriptive statistics, t-test, one way ANOVA and Pearson Product Moment Correlation Coefficient were used for the data analysis. Classroom teacher candidates were found to have dimensions outside the “open-mindedness” and “inquisitive and effective teaching” dimensions and reflective thinking tendency scores above the scale median score. Reflective thinking tendencies varied in favor of male students. There was no significant differ-ence between class levels. Similarly, the critical thinking skills of classroom teacher candidates were above the scale median score. There was no significant difference between the scores in terms of gender and grade level. Finally, there was a positive and moderate relationship be-tween reflective thinking tendencies of classroom teacher candidates and critical thinking skills.