Instructional Technologies and Material Design (ITMD) lesson is a tool that enables Mathematics teacher candidates to design materials for contributing to lasting learning of their students, and use them most effectively. This lesson helps students to activate their creative thinking skills, increase their courage and self-confidence, find different solutions in the face of problems, and therefore introduce creative products. In this context, firstly, it is aimed to examine the level of Mathematics teacher candidates' attitudes towards the Instructional Technologies and Material Design lesson and their effects in terms of different variables in this study and then determine whether there is a relationship between creative thinking tendencies of Mathematics teacher candidates and their attitudes towards Instructional Technologies and Material Design lesson in this study. The sample of the research constitutes of 315 Mathematics teacher candidates who are studying in Mathematics Education Department spring semester of the 2016-2017 academic year of at Necmettin Erbakan University. The data were obtained by applying Marmara Creative Thinking Tendency Scale (MCTTS) developed by Özgenel and Çetin (2017) and whose validity and reliability studies were conducted to teacher candidates, and by applying the Attitude Scale towards Instructional Technologies and Material Design Lesson (ASITMD) developed by Çetin, Bagçeci, Kinay, Simsek (2013) and whose validity and reliability studies were conducted. There was no significant difference between the Attitudes towards Instructional Technologies and Material Design Lesson and the Creative Thinking tendencies, in terms of gender variable, but it was found significant difference in terms of the high school graduation variable. However, it was obtained that there is a positive and non significant relationship between creative thinking tendencies of Mathematics teacher candidates and their attitudes towards Instructional Technologies and Material Design lesson.