The aim of this research; classroom teacher candidates' attitudes in distance education during the Covid-19 pandemic towards teaching of reading and writing course and their attitudes; to examine their relationship with learning styles, academic achievement, gender and grade level. Learning style is an innate characteristic that differs from person to person and is associated with academic success. People are among the perceptual learning styles that differ on the basis of receiving information with the help of the senses; uses visual, auditory, reading/writing and kinesthetic learning styles. At the same time, learning styles determine people's teaching preferences. It is thought that teachers' learning styles also affect their teaching methods. In the content of the teaching of reading and writing course determined by the Council of Higher Education for the classroom instruction education undergraduate program; reading and its importance, listening, speaking, visual reading and visual presentation; methods applied in primary reading and writing teaching, basic characteristics of first grade teachers and students, etc. There are topics. It is thought that the attitudes and learning styles of classroom teacher candidates towards the teaching of reading and writing course are important in terms of enabling students to gain reading and writing skills. Many methods and scales have been put forward to determine learning styles. One of the most prominent of these is the VARK (Visual, Audiotary, Read/Write, Kinesthetic) learning styles inventory put forward by Neil Fleming. In this study, the attitudes of classroom teacher candidates' who participated in distance education during the Covid-19 pandemic towards teaching the teaching of reading and writing course were examined according to the VARK model. The universe of the research consists of students studying at a state university in Ankara with distance education in the department of classroom education. The sample of the study consisted of 139 students who continued their education in the fall semester of the 2022-2023 academic year, who took distance education and teaching of reading and writing courses between the years 2020-2022 at the university that formed the universe.  The research was carried out in the 1st term of the 2022-2023 academic year. As a data collection tool; “VARK Learning Styles Inventory” and “Attitude Scale about the Lesson of the Teaching of Primary Reading and Writing” were used. Validity, reliability and confirmatory factor analysis tests were performed for the scales. In the interpretation of the data; descriptive analyzes, independent groups t-test, kruskal wallis test, mann whitney u test were performed. According to the data obtained from the research; It is seen that most of the classroom teacher candidates' have all of the Audio-Visual-Read/Write-Kinesthetic preference, and the majority of those who have only one preference have the Kinesthetic preference. The learning styles of the classroom teacher candidates are grouped according to the number of preferences. It is seen that the majority of them have four preferences, and there are students with three preferences who have the least preference among the groups. Considering the average scores of classroom teacher candidates' attitudes towards the teaching of reading and writing course; it is seen that the highest average is in the REQUIREMENT dimension and the lowest average in the RELEVANCE dimension. It is seen that the arithmetic averages of the students' attitudes towards the teaching of reading and writing course are generally high. Attitudes of primary school teacher candidates towards teaching of reading and writing course can be described as low in terms of students who prefer KINESTHETICS in the dimension of RELEVANCE and REQUIREMENT according to their learning styles. The attitudes of the classroom teacher candidates towards the teaching of reading and writing course do not show a significant difference according to their gender. In general, it can be said that the attitudes of male and female students are similar. It can be said that the classroom teacher candidates at the fourth grade are more WILLING and INTERESTED in learning the teaching of reading and writing course than the third grade students, and they have a more positive approach towards the lesson. It is seen that the success averages of the classroom teacher candidates and their attitudes towards the teaching of reading and writing course are higher than the successful students who have lower achievement. It can be said that developing a positive attitude will be effective in achieving the instructional objectives of the teaching of reading and writing course.