This study aims to examine the relationship between the teaching-learning conceptions and humor styles of physical education and sports teacher candidates. 200 4th-grade teacher candidates studying in the Physical Education and Sports Teaching department of the Faculty of Sports Sciences at Erciyes, Selcuk, Ahi Evran, Omer Halisdemir and Dumlupmar Universities voluntarily participated in the study. The participants were asked to fill out a four-question Demographic Information Form related to their gender, age, GPA and current university, the "Teaching-Learning Conceptions Scale" developed by Chan and Elliot (2004) and translated into Turkish by Aypay (2011), and the "Humor Styles Questionnaire" developed by Martin et al. (2003) and translated into Turkish by Yerlikaya (2003). IBM SPSS (Statistical Package for the Social Sciences) 20 statistical package program was used for data analysis. The arithmetic mean and standard deviation values of the participants' scores were displayed as X +/- Sd. The Pearson Product-Moment Correlation Analysis was performed to reveal the relationship between the data obtained from the scales. p<0.05 was considered to be significant.In conclusion, the present study was conducted with the aim of determining the relationship between the teaching-learning conceptions and humor styles of the teacher candidates. In the study, it was concluded that the constructivist and traditional conceptions affected humor styles directly and significantly. In this context, it is suggested that teachers in educational organizations where learning, teaching and development are expected should adopt humor styles to be able to provide effective education and training, establish a healthy environment in their schools and have higher levels of teaching and learning conceptions.