The aim of the research is to examine whether university students' critical thinking disposition and their levels of motivational religiosity differ according to some variables and to what extent the critical thinking disposition affects their motivational religiosity level. In this context, the study was designed according to the relational scanning model, one of the quantitative research methods. The Critical Thinking Disposition Scale developed by Semerci (2016) and the Internal Religious Motivation Scale adapted by Karaca (2001) were used as the data collection tools of the study. The sample of the study consists of a total of 296 students, 236 (79.7%) girls and 60 (20.3%) boys, studying in the Faculty of Divinity at Atatürk University in the 2020-2021 academic year. The data obtained were analysed using the SPSS 20.0 statistical package program. Independent samples T-Test was used for independent variables with two groups, and One Way ANOVA test was used for independent variables with three or more groups. Pearson Moment Correlation analysis was conducted to determine the relationship between critical thinking disposition and intrinsic religious motivation. Multiple linear regression analysis was used to determine the degree of relationship between variables. It was determined that the dependent variables differ according to socio-demographic variables (gender, class, living environment, perceived family structure and family religiousness level). According to the findings, a statistically significant relationship was found between critical thinking disposition and intrinsic religious motivation. A statistically positive significant relationship was found between the metacognition, flexibility, systematicity, perseverance and patience sub-dimensions of critical thinking disposition and intrinsic religious motivation. There was no statistically significant relationship between open-mindedness sub-dimension of critical thinking disposition and intrinsic religious motivation. In the light of the findings, it was concluded that individuals with critical thinking disposition have high levels of intrinsic religious motivation, in other words, religiosity. In addition, according to the results of multiple linear regression analysis, it was concluded that critical thinking is a positive and significant predictor on religious motivation, and 4% of the total variance of intrinsic religious motivation is explained by the flexibility sub-dimension of critical thinking disposition. In recent years, many quantitative or qualitative studies on critical thinking have been carried out in our country and many variables that affect critical thinking disposition have been emphasized. It is thought that conducting meta-analytical studies in which all research data are presented will be valuable in terms of both defining critical thinking and teaching and developing critical thinking skills.