This study was conducted to determine the study skills of 4th grade pre-service teachers studying in different programs of the Faculty of Education. This study, which is based on quantitative research, was conducted within the scope of the field survey method. The population of the study consisted of pre-service teachers studying in Turkish, Preschool, Social Sciences, Mathematics, Science, English, Computer Science, Elementary and Physical Education Departments at the Faculty of Education of a state university in Amasya province. Based on volunteerism, 284 final year pre-service teachers constitute the sample. The Study Approach Scale developed by Yılmaz and Orhan (2011) was used as a data collection tool. The data obtained from the applied scale were analyzed with an appropriate statistical program and evaluated in terms of gender and department. Within the scope of the deep and surface subcategories of the scale, evaluations were made in terms of gender and department variables. It was concluded that there were no significant differences between the scores obtained according to the whole scale and subcategories according to the gender variable. When evaluated in terms of the department variable, it was determined that there were differences between some departments. It was determined that pre-service mathematics teachers were different from other fields in terms of deep approach, while pre-service elementary and social studies teachers were different in terms of surface approach. It is thought that determining the study approaches of primary, secondary and high school students as well as prospective teachers will contribute to the organization of educational situations.