In this study, the relationship between academic boredom and lifelong learning tendency among pre-service teachers was examined. The study also examined whether academic boredom level and lifelong learning tendency differ in terms of perceived academic success and the willingness to engage in lessons. The research group consisted of 448 pre-service teachers, studying at a state university in Turkey. The research was designed as a correlational survey model. In the research, one-dimensional "Level of Boredom Scale" and four-dimensional "Lifelong Learning Tendency Scale" were used as measurement tools. Research results suggested that statistically, while pre-service teachers' self-perception level of success did not significantly affect academic boredom, it affected motivation, perseverance, and lack of regulating learning; sub-dimensions of lifelong learning. Also, pre-service teachers' willingness to engage in the lesson significantly affected both academic boredom and lifelong learning tendencies. There was no significant relationship between pre-service teachers' academic boredom level and their lifelong learning tendency.