The main purpose of this research is to determine the effect of the REACT strategy in augmented reality applications on the problem-solving skills of teacher candidates. A parallel mixed method, which converges from mixed research designs, was used in the research. The study group of the research consists of 50 teacher candidates studying at the Faculty of Education at Siirt University. The REACT strategy rubric was used as a data collection tool in the quantitative dimension, and a semi-structured interview form, the researcher's and participant's diaries were used in the qualitative dimension. Quantitative data were analyzed with a computer package program and qualitative data were subjected to content analysis with the MAXQDA program. In addition, excerpts were made from stories, researcher's and participant's diaries, and semi-structured interview forms through document analysis, thus diversifying the data. As a result of the research, the problem-solving and critical thinking skills of the participants improved in the REACT strategy used in AR applications. During the experiencing step of the REACT strategy, which consists of interrelated steps, participants encountered problems and received support from their friends to solve these problems.