The aim of this study is to investigate the innovativeness characteristics and learning styles of the preservice teachers in terms of gender and department variables and to determine whether the characteristics of innovativeness differ significantly according to their learning styles. In the study descriptive method was used in the survey model. The study group consisted of 232 pre-service teachers studying in the 4th grade of the education faculty of a state university in the Mediterranean region in Turkey. According to the findings obtained from the study, the mean score of innovativeness of pre-service teachers is very close to the accepted limit value for high level innovativeness. It was concluded that there was no significant difference between the pre-service teachers' scores of innovativeness and gender and department variables. Findings also reveal that learning style is a variable that causes differentiation in the characteristics of pre-service teachers' innovativeness.