Purpose: This study aims to assess the critical thinking dispositions of music teacher candidates using variables such as age, gender, secondary school type, daily TV viewing frequency, parental attitudes, and frequency of book and newspaper reading. Research Methods: To obtain a general review of the research subject, the researchers developed a survey. The sample was 131 students in the Department Fine Arts, Faculty of Education in Fatih, Karadeniz Technical University, during the 2013-2014 education period. The researchers used the California Critical Thinking Disposition Inventory (CCTDI-T) to determine the study group's critical thinking disposition. Findings: The critical thinking disposition of the study group varied considerably based on book and newspaper reading frequency. Integrative orientations towards EFL learning were observed. Students' motivation had a greater influence on language learning. The overall mean score for students' self-efficacy was found to be at the moderate level (M = 3.88). Furthermore, female students' self-efficacy scores were significantly higher than those of the male students. Lastly, a positive correlation was found between students' motivational orientations and self-efficacy beliefs. Implications for Research and Practice: Critical-thinking-oriented courses and seminars should be provided for music teacher candidates to help develop their critical thinking capabilities. Learning-teaching activities should be provided to create a teaching environment based on critical thinking. Various socio-cultural activities should be provided for teacher candidates to develop their critical thinking capabilities.