From the moment of birth, it has a unique character, behavior, emotion, intelligence and image, a variety of talent, interest and creative thinking power is called a child (Kaya, 2011). Childhood is the most important period in human life. This period also has an important role in the formation of adulthood that will shape the future life of the person. Children, who form a disadvantaged part of society, can be violated more easily because their defense skills are not developed. Therefore, the concept of dayan children's rights olan, which is a fundamental basis of human rights concept, has emerged in order to prevent children from being abused and their rights being taken away. Children's rights are expressed as a universal term used to define what are the rights of all children, legally and morally, at the time of their birth, such as health, shelter, education, protection against neglect and abuse (Değirmencioğlu, 2004). Issues such as the protection of children's rights, the recognition that each person has various rights, and the importance of respect for the rights of individuals are taught through education in the most effective manner (Turupcu and Gültekin Akduman, 2015). Teachers play a big role in helping children to know their rights, to have democratic understanding, to adopt attitudes and ideals. The teacher should aim to investigate the information and data related to the rights of the child in the education of children's rights, to develop an attitude on this issue after evaluating the information it has researched and to turn the knowledge and attitudes obtained by the child into a behavior (Uçuş, 2013). Since most of the behaviors are influenced by attitudes (Bloom, 1995), it is useful to know the attitudes of pre-school teacher candidates about the subject. The attitudes of preschool teachers who will be future teachers towards children's rights will have a significant impact on the quality of the education they will give to their students in the future. It is also necessary for prospective teachers to take courses on children's rights during their undergraduate education in terms of being individuals who know their rights, are aware of them, respect their differences, have a more positive attitude towards children's rights and observe children's rights in the activities they will implement. The aim of this research is to obtain information about the variables that affect the attitudes of preschool teacher candidates on children's rights, to draw attention of prospective teachers about child rights, to increase the quality of education on child rights and to include the course on child rights only as an elective course. It is important to draw attention and to emphasize how necessary the children's rights courses are. In this study, it was aimed to determine the attitudes of preschool teacher candidates towards children's rights and to determine the attitudes of preschool teacher candidates towards children's rights according to various variables. The scanning model of the quantitative research method was used in the study. The "General Information Form", which includes some questions to determine the personal characteristics of the participants, and the "Attitude Scale towards Children's Rights" developed by Karaman Kepenekçi (2006) were used as data collection tools. In the analysis of the data, test Independent Sample T-test, One-way ANOVA, Pearson Korelason coefficient were used and the findings were evaluated with SPSS 23.00 program and the findings were presented in tables with relevant headings. It was collected from 226 pre-service teachers in classes 1,2,3 and 4. 27% of preschool teacher candidates participated in the research were 2nd class, 26.1% were 4th class, 25.2% were 1st class and 21.7% were 3rd class, 87.6% female, 12.4% male, 41.6% in the 18-20 age group, 43.4% in the 21-23 age group, 6.63% in the 24- 26 age group, 4.42% In the 27-30 age group, 45.6% of the preschool teacher candidates 'mothers' education level were primary school graduates, 19.9% were secondary school graduates, 16.8% were high school graduates, 11.1% were literate and 31% of the pre-school teachers 'fathers' education is 6.6% high school, 30.5% primary school, 23.5% secondary school, 13.3% university, 1%, 52.2% of the settlements where 8 of them are literate, where the preschool teacher candidates spend most of their lives are provinces, 26.5% are districts, 16.8% are villages, 4.4% are towns, 38.1% to 1 sibling, 27.9% to 3 siblings and more, 24.3% to 2 siblings and 9.7% n was the only child. The socio-economic status of preschool teacher candidates who participated in the research was medium, 94.1% lower, 3.1% lower and 2.7% upper level, 88.5% of the students willingly and 11.5% 40.7% 3.50-3.01, 38.1% 3.00-2.51, 11.5% 2.50 and below and 9.7% 39.00% of the pre-school teachers who participated in the research were in primary school, 32.3% were in middle s