The purpose of this study is to examine the level of digital literacy of pre-service teachers according to demographic variables. For this purpose, a quantitative research model, the causal comparative research model, was used. 402 (270 female, 132 male) teacher candidates from different branches studying at a university in the Aegean region participated in the study. Personal information form and Digital Literacy Scale were used as data collection tools. The data were analyzed using standard deviation, independent sample t-test, one-way ANOVA, and post-hoc tests. According to the results, it is seen that the pre-service teachers participating in the study have a high level of digital literacy and a positive attitude towards ICT usage. However, as many teacher candidates have high scores on the technical sub-dimension, it is seen that they perceive digital literacy more technology-driven. In addition, there is no statistically significant difference between female and male teachers and between class levels in terms of digital literacy levels, but there is a statistically significant difference between teacher candidates who entered university according to their language score and those who entered according to their equal weight score. In this regard, although the perception and attitudes of teacher candidates towards digital literacy are at a high level, more practical activities can be organized to develop digital literacy skills. Course content and teaching-learning processes can be redesigned accordingly to improve the digital literacy competencies of teacher candidates. Additionally, more in-depth and experimental research should be conducted on how foreign language skills of teacher candidates who entered university according to their language score affect their digital literacy skills.