The aim of this study is to examine the relationships between pre-service teachers' critical thinking skills and their self-efficacy for argumentation. The participants of the research consisted of 858 pre-service teachers (447 female, 411 male) studying in education faculties at five different state universities in Turkey. In this study, the "Self-Efficacy for Argumentation Scale" (SEAS) and the "Critical Thinking Standards Scale" (CTSS) were used to gather the data. SEAS include "effort for argumentation" "confidence for argumentation," while CTSS include "depth, breadth and sufficiency," "precision and accuracy" and "significance, relevance and clarity." The findings indicated that both the "effort for argumentation" and "confidence for argumentation" were significant, positive predictors of "depth-breadth-sufficiency" and "significance-relevance-clarity." Although, the "effort for argumentation" predicted the "precision and accuracy," it was found that the "confidence for argumentation" did not predict this dimension.