This study aims to analyse the correlations between teaching styles primary school teachers prefer to use and their critical thinking disposition. The research was conducted with the participation of 380 primary school teachers teaching in schools located in Ankara. The study employs relational survey model. In this study "Teaching Styles Inventory" was used to determine the teaching styles preferences of primary school teachers and in order to define their critical thinking dispositions the scale of "Critical Thinking Disposition" was used. Descriptive statistic one way variance analysis (ANOVA) was used in the analysis of the data. It was found in conclusion that the teaching style the participating teachers preferred most was delegator-facilitator-expert style of teaching. Besides, significant correlations were found between primary school teachers' preference of teaching styles and their critical thinking disposition.