The aim of this study is to examine the digital literacy levels of prospective teachers studying in elementary school classroom teaching and social studies teaching in terms of some variables. The survey model was used to reveal the digital literacy levels of prospective teachers in the recent research. The study was conducted in 2017-2018 academic year. A total of 216 third-year and fourth-year prospective teachers majoring elementary school classroom teaching and social studies teaching from a public university were enrolled in the study. The sample selection was based on the requirement that the “Instructional Technologies and Material Design” course is being taken or was taken by teacher candidates. The present research data are collected through the Digital Empowerment Scale developed by Akkoyunlu, Yılmaz Soylu, and Çağlar (2010). The scale is a 7-point Likert-type with 45-item scale. During the data collection process, the researcher distributed scales to the teacher candidates and made the necessary explanations. In the analysis of the collected data, descriptive statistics and t test analysis were used through SPSS 20 package program. In the study, the items of the scale which are the sub-dimensions of motivation and competence were used. The reason for this is that these two sub-dimensions are sufficient to obtain the desired data in this study. Therefore, a total of 26 items that form two sub-dimensions of the scale were analyzed. According the results of the study, the male teacher candidates' digital literacy levels were significantly higher than those of female teacher candidates. In addition, it was determined that the participants had a medium level of digital literacy in general.