Creativity is the skill of being able to produce a new, original and beneficial idea or a product, getting out of cliche, being able to have a different point of view for a problem by making more different relations than others between concepts. Creative thinking is making a relation between the objects and thoughts which did not have a relation before. Creativity is an innate ability, and being more creative could be taught. Children in the classes of creative teachers are creative. If one is not creative, it is difficult to teach and support creativity. It is thought that preschool teachers’ having creative thinking skills will affect the creativity of children in classrooms and increase the quality of preschool education.In this sense, the purpose of the current study is to investigate the creative thinking dispositions of preschool teaches in terms of different variables. Survey model was used in the study. The working group of the study was made up of 160 preschool teaches working at a preschool education institution.The data of the study was collected through “General Information Form” that was prepared to determine the personal information of the teacher and “Marmara Scale of Creative Thinking Dispositions” that was developed by Özgenel and Çetin (2017). At the end of the research, it was found that creative thinking dispositions of the teachers were high; there was no significant difference between the creative thinking dispositions and the age, the department graduated, marital status, the status of having a child, occupational experience, the number of children in the classroom, the ages of the children in the class, and the status of participating in an in-service training course