The main purpose of the research was to determine the contributions of the teachers' thinking styles to critical thinking dispositions. Hence, it is aimed to determine whether thinking styles are related to critical thinking dispositions and thinking styles measure critical thinking dispositions or not. The research was designed in relational survey pattern. The research was carried out with 430 teachers, including 202 males and 228 females. The findings of the research were obtained through California Critical Thinking Disposition Inventory and Thinking Styles Inventory. In the analysis of the findings, arithmetic average, standard deviations, and the correlations between variables were calculated. Afterwards, the stepwise regression analyses were conducted to determine the teachers' critical thinking dispositions to thinking styles. A significant relationship was found between the teachers' critical thinking dispositions and thinking styles. It was demonstrated that critical thinking dispositions were measured by thinking styles. The findings and the results were discussed from the point of view of teaching, learning, and evaluation in the survey.