Head and Keywords: The aim of the study is to determine the level of teacher candidates’ geography literacy perception and to raise awareness on these issues. It also examines whether geography literacy perception level differs based on gender, department and grade levels. According to the results, it was found that geography student teachers’geography literacy were high. Teacher candidates’ geography literacy was determined to differ significantly depending on gender, department and grade levels. Introduction and Purpose of the Study: To be geography literate does not only mean having knowledge of geography. Literacy is a systematically approach to an incident, a phenomenon, a situation and a place, which requires understanding and comprehension, and whichaims that the learners reach certain skills by gaining capability of analysis and synthesis. The belief that teacher candidates should have high levels of geography knowledge and perception because they will guide their students and prepare them for life in the future led to this study. Teachers try to raise students who can make use of their knowledge of geography by improving their geography literacy level. Not geography literacy level but perception level of geography literacy was examined in this study. It was also examined whether geography literacy perception level differs based on gender, department and grade levels. Conceptual Issues Related to the Work / Theoretical Framework: There is limited research on geography literacy in the relevant literature. It was found in those studies that geography literacy level is low. According to the research carried out by National Council for Geographic Education (NCGE) to determine the geography literacylevel of Americans, 25% of Americans couldn’t know the location of the Pacific Ocean, and 14% of them couldn’t even show their country on the map. Accordingly, NCGE carried out a new research and prepared a report contributing a lot to geography education. With this report prepared on behalf of many organizations related to geographyeducation, geography education was grouped under 6 main headingsand18 standards. It was determined what geography literate should know with these standards. The main titles of these standards are: The World with Spatial Expression, Places and Regions, PhysicalSystems, Environment and society, and Using Geography (National National Geographic Society [NGS] have researches carried out regularly for young people in the18-24 age range about their geography literacy levels. Recent questions related to countries which were on the press and in which there were different changes and developments wereasked to young people. However, it was understood that approximately half of the participants don’t have enough knowledge about these countries and the events took place in them. 66% of the participants couldn’t show the location of Iraq in which USA carried out military intervention. Although the images of tsunami disaster which affected inIndonesia in 2005 were in the press in a long time, 75% of Americans couldn’t show this country on the map (National Geographic Roper Survey, 2006). In a research supported by International Geographical Union (IGU) and USA National Geographic Society, geography literacy map of the 52 countries including Turkey was tried to be illustrated. Thegeography department first grade students from all these 52 countries were asked to draw the outline of world map. Consequently, it was found out that geography literacy level was in the low category in Muslim countries including Turkey (Saarinen and MacCabe, 1995).Similarly, it was determined in many researches carried out on the sample groups of different grade and age levels in different countries that students’ geography knowledge was not in a sufficient level (Torrens, 2001; Oigara, 2006; Gençtürk, 2009). Method: The participants of this research were 473 students who were studying at 7 different departments and different grade levels in 2012-2013 Spring Term. Appropriate sampling was used in forming theparticipants. ‘Geography literacy perception scale’ which was developed by Dikmenli (2014) was used in order to gather the data. This scale includes 21 items and 3 sub-factors. It was a Likert scale which can be graded between 1-5. The items were designed and graded as: “(1) never”, “(2) rarely”, (3) sometimes”, “(4) usually” and “(5) always”The items in the scale includes 3 sections relating to geography literacy perception: The ability to know the location (9 items), and the comprehension of human-environment interactions (7items), and critical thinking skills with geographic knowledge (5 items). There are 14 positive and 7 negative statements. So, while the least possible point is21, the most possible one is 105. The model which was developed by Mcbeth, Hungerford, Marcinkowski, Volk and Meyers (2008) was benefitted in the grading of the sub-factors of the scale. Results and Discussion: According to the results of the study, itwas identified that the teacher candidates have a high level of geography literacy perception. As for the sub-factors, teacher candidates’ perceptions were found to be high in the ability to know location and in the comprehension of human-environment interactions, but middle in critical thinking skills with geographical knowledge.Higher geography literacy perception level is the dimension that indicates ability has literally turned to skills. However, it came out that the teacher candidates’ geography literacy perception were not in such a level. Based on this result, it can be said that the objectives of geography lesson concentrate on knowledge and attitude levels,however, it cannot sufficiently affect skill dimension. Male teacher candidates’ geography literacy perception level was observed to be significantly higher than female teacher candidates’ geography literacy perception level. As for the sub-categories of thescale, it was occurr