The aim of this study was to determine the difference between the understanding levels of the class teachers department students on what they read on printed texts and on the texts on the screen with the same readability levels in terms of several variables like gender, having computers or not, having smart phones or not, and the duration of using computer-smart phones. It was also the aim to reveal the students’ viewpoints on reading from the printed materials and from the screen. For this purpose, the understanding levels of 75 teacher candidates studying at class teachers department of a university in texts were measured and compared in terms of several variables; and the viewpoints of the students on printed texts and the texts on the screen were analyzed. The Study Group consisted of 75 teacher candidates studying at Erzincan University, Faculty of Education in 2014-2015 Academic Year. The printed texts and the texts on the screen whose readability levels were the same were used as the data collection tool in the study, and afterwards, success tests were applied. In addition, structured interviews were also made with the students. As a result of the analyses of the data, a significant difference was detected in the under standing levels and in the smart phone and computer use durations of the students in terms of the gender variable, and no differences were detected according to the other variables. Furthermore, a significant difference was also detected only in the understanding levels of the woman teacher candidates who had smart phones in printed materials.