Critical reading which involves in reasoning, analysing, commenting, evaluating and making decisions can be assessed as a conscious preparation for life. Because the way of the individuals who are in tendency to reason, assess and deduce in their lives coincides with critical reading. In this context, the perceptions of critical reading of teachers who are one of the actors directing social development is too important. In this study, the perceptions of Turkish teacher candidates about critical reading were studied. Phenomenology design, one of the qualitative research methods was used in the study. The study group of the study consists of 39 students studying in the 3rd grade in Teaching Turkish in Adıyaman University. A semi-structured interview form was used in the study to obtain data. A content analysis was conducted in the analysis of the data. At the result of the study, it was detected that Turkish teacher candidates had some information about the description of critical reading, but they didn’t form a view on positive criticism, they regarded the reader as the most crucial factor in learning critical reading, they stated objectivity principle as the most important feature within the characteristics of readers and they determined that in the development and teaching of critical reading, critical reading method should notably be taught. With the obtained results, it was recommended that positive criticism about which none of the Turkish teacher candidates stated should be given importance, a guide work should be performed about the method learning to improve critical reading, multi-disciplinary studies should be carried out about critical reading and since teacher candidates stated no opinion about the curriculum, some briefings should be given to these candidates about the position and importance of critical reading skills.