The aim of this study is to investigate the relationship between teacher candidates' critical thinking standards and reflective thinking skills. The study investigates the level of critical thinking standard and reflective thinking skills of teacher candidates as well. Also, another sub-problem of the study is whether reflective thinking skills significantly differentiate according to critical thinking standards divided into three sub-levels. When the findings are examined, it can be stated that students have a high level of critical thinking standards, "depth, width, and competence", "precision and accuracy", and "importance, relevance, and clarity" sub-dimensions, and reflective thinking skills. Also, there is a significant and positive correlation between teacher candidates' reflective thinking skills with critical thinking standards, "depth, width, and competence", "precision and accuracy", and "importance, relevance, and clarity" sub-dimensions. When the data are examined, it can be said that teacher candidates' reflective thinking skills differ significantly according to critical thinking standard level. Besides, it can be stated that the mean ranks determined in all scale are high in favor of teacher candidates with high critical thinking standard level. Compound effect of the level of critical thinking standards with gender and grade is not significant on reflective thinking skills but compound effect of critical thinking standards with department on reflective thinking skills is significant.