The critical thinking, which is considered as a factor making it easier to reach and comprehend the information, is one of the desired outcomes of the education. It can be said that disposition of being systematic, flexibility, patience, open-meaning, metacognition (how to think), reconstruction, motivation and discussion are some of the critical thinking characteristics and skills. This research aims to develop a critical thinking disposition (CTHD) scale. The survey method was used in this research. Draft scale was administered to 1081 prospective teachers and teachers in order to develop. Implementation was applied in Bartin University (226), Bulent Ecevit University (218), Kilis 7 Mart University (213) and Van province (424 teachers). According to the factor analyses results, KMO value of the CTHD scale is 0.972 and the Bartlett test value is 25990.380 (Df =1176, p=0.000). It is shown that variance of the scale is 49.161%. Factor loadings range from 0.33 to 0.71. The scale can be used as a multi-dimensional. Sub-themes of the scale are metacognition, flexibility, systematicity, tenacity-patience and open-mindedness. There are a total of 49 items in the scale. Evaluation of the scale was like this: "I totally agree (5), I mostly agree (4), I partially agree (3), I mostly disagree (2), I strongly disagree (1)". Test-retest was done for this scale. The correlation of test-retest was 0.761. This result has been accepted 0.01 and it was meaningful. In the scale, it was figured out that the correlation between parallel two half scores was 0.95. The coefficient of Cronbach Alpha of the CTHD scale was also calculated. From here, the final taken result was 0.963. It was provided to validity and reliability of the scale of CTHD and the confirmatory factor analysis with AMOS program was performed (Chi-square=2778.981, Df=1073, GFI=0.903, CFI=0.932, RMSEA=0.038). According to these results, the scale can be applied to teachers and teacher candidates.