This study aims to reveal the self-efficacy perception levels of pre-service Turkish language teachers towards critical reading and to determine whether these levels vary by various variables. This study draws on a general survey model, which is one of the descriptive research methods. The study group of this research consists of a total of 210 freshman, sophomore, junior, and senior level pre-service Turkish language teachers studying at the Department of Turkish Language Education in the faculty of education at a state university. To collect data, "The Critical Reading Self-Efficacy Perception Scale" developed by Karabay (2013) is used. The findings of this study indicate that the self-efficacy perception levels of the pre-service Turkish language teachers towards critical reading are moderate. Furthermore, the pre-service Turkish language teachers' self-efficacy perception levels towards critical reading do not significantly vary between the groups in the total score and in the sub-dimensions by variables of gender and academic achievement. Yet, there is a significant difference between the groups in the total score and in the sub-dimensions by variables of grade level and reading frequency. Based on these findings, this study also offers some insights and suggestions for researchers and teaching staff.