This study examines the pre-service teachers’ preferences of using summarizing strategies in German, English and Special Education Teaching departments in the 2019-2020 academic year in a public university. The study group consisted of 97 pre-service teachers studying in German (39), English (16), and Special Education (42) Teaching departments. Screening model was used in the study. The 14-item “Summarizing Strategies Scale” developed by Deneme (2009) was applied. According to the results of the study, highly preferred strategies included items 7, 1, 2, 13, 9, 10, 11 and 5. These items are important items in the text summarizing strategies, and it was seen that pre-service teachers were successful in this subject. The least preferred strategy is “I refer to the author of the original text throughout the abstract.” (Item 14). It was determined that this item was not preferred by pre-service teachers. Less preferred strategies include the statements “I also add my ideas to the summary text.” (Item 4) and “As soon as I start reading the original text, I start writing the summary text” (Item 6). It was also determined that pre-service teachers did not use item 12 (“I express the main idea of the original text in the first sentence of the abstract.”). In the study, there was no significant difference regarding the gender variable. In the 12th and 13th items, it was found that there was a significant difference between the English and German Language departments. Both theoretical and practical studies should be carried out on the subject of text summarization in reading and writing courses such as written expression or Turkish language.