To investigate the effects of prospective teachers' attitudes towards disasters on cognitive, affective, and behavioral dimensions, and sporting activity, and to contribute to the literature. Method: A relational survey model was used in the study, which is one of the quantitative research methods. The data collection tool used in the study was a personal information form consisting of 10 items, and a disaster attitude scale consisting of 23 items and 3 sub-dimensions (cognitive, affective, behavioral). Findings: The study, which was conducted with the participation of 550 prospective teachers using the SPSS25 package program, included 401 female and 149 male participants. The average age of the participants was 23.46 ± 3.44, 434 of them had a nuclear family structure, and 116 had an extended family structure. 100 participants live in rural areas, and 450 participants live in urban areas. 235 participants had experienced a disaster, 57 of them had lost their loved ones in a disaster. 147 participants had received disaster training, and 403 had not. 321 participants are actively involved in sports, and the average weekly activity duration of participants involved in sports is 6.04 ± 5.09. In the study, statistically significant differences were observed in gender differences, while a negative significant relationship was found between the participants' increasing age levels and the sub-dimensions of the disaster attitude scale. The cognitive and behavioral sub-dimensions of the disaster attitude scale contain significant differences in favor of individuals who have been exposed to disaster, lost loved ones in a disaster, received disaster training, and participated in sporting activities. In addition, it is seen that the duration of sporting activity is positively correlated with the behavioral sub dimension. Conclusions: The attitudes of prospective teachers towards disasters have had positive effects on various variables and sporting activity in cognitive, affective, and behavioral dimensions. This attitude is thought to be of great importance not only for prospective teachers, but also for the general preparedness of students and society.