The aim of this research is to determine whether education faculty students' critical thinking disposition differ according to academic achievement or not. The data were collected through The California Critical Thinking Disposition Inventory which was adapted by Kkdemir (2003) into Turkish. The overall reliability coefficient of the scale was found .89 and the scale consisted of 75 items. The scale has 7 subscales (Analyticity, inquisitiveness, open-mindedness, self-confidence, truth seeking, systematicity and maturity). The data were analyzed through Variance analysis (F), were commented and presented in tables. At the end of the study, academic success showed no meaningful significance.