Violence defined as situation or behaviors like toughness, being sternandrude behaviour, supressing people defined as theuse of bruteforce, intimating or leaving people emotionally helpless is a concept also defined as a social problem which can be analyzed with its different kinds and has been described several times in different periods. Violenceis  seen more frequently in recenty ears that its reasons, kinds and the results of precautions are constantly examined and problem solving researche shave lead to expectations.

This study aims to determine Teacher can did ate’s violence perception  of University students that are going to work in pre-schoolor primary schools and to find out whether there are any differences between their perception features among different variances. As a paradigm, teacher can did ates who are studying at the departments of pre-school and primary school teaching in the Faculty of Teaching. Indetermining the paradigm in this way, that the age groups that the teacher can did ates will serve shows the features of a critical period especially in personality development and earning positive affective qualities has become a starting point for researchers.

In the study performed in descriptive features, the answers the participant teacher can didates gave to the violence perception determining scale developed by Güven and Güleç (2010) have been examined through non-parametical statistical calculation techniques; in the findings achieved as a result of the examining, in the answers the participants gave, it has been assigned that the education level of the parents does not differ with regards to the settlement they reside in, and that it may differonly a little in some factors from the point of the department they studied, the education level of the father, the time of the education, the level of class in which they studied and gender parameters. Depending on the findings, comment, discussionand conclusion parts are addressed in the fulltext.