The main purpose of this research is to investigate the teachinglearning conceptions of teacher candidates. Also, it is aimed to investigate whether constructivist and traditional teaching-learning conceptions of teacher candidates differed a significantly difference as statistically or not in terms of gender, type of program, class level, academic average and age range variables. The survey method was used to collect data in the research. The working group of the research consisted of 343 teacher candidates who studying in various programs of the Kafkas University during the spring semester of 2017-2018. Datas were gathered through "Teaching-Learning Conceptions Questionnaire" in the research. Teaching-Learning Conceptions Questionnaire was developed by Chan & Elliot (2004) and which was made to adapted to Turkish by Aypay (2011). SPSS program was used to analysis of the data which obtained from the research. Arithmetic mean, frequencies, percentage, standard deviation, minimum-maximum values, Mann Whitney U and Kruskal Wallis H tests were utilized for analysis of the data. According to as a result of the findings which was obtained from the research, it was seen that teacher candidates adopted constructivist teaching-learning conception. However, it was determined that teacher candidates were indecisive at the traditional teaching-learning conception. Based on this findings, it can be said that teacher candidates who participated in the research adopted constructivist conception more than traditional conception. In the research, significant differences as statistically were found in the constructivist conception sub-dimension according to the program type variable. Besides, significant differences as statistically were found in the traditional conception sub-dimension according to academic mean and age range variables. But, significant differences as statistically weren't found in the constructivist and traditional teaching-learning conception according to gender and class level variables of teacher candidates.