In this study, aiming to identify the university preparatory students’ study skills and in which survey method was used, Study Skills Scale developed by Kaner and Kesiktaş (2005) was used and Cronbach Alpha reliability of the scale was found as 0,889 for the current study. In the study, mean, standard deviation and Pearson correlation analysis were used. According to the findings of the study being carried out with 278 students, that students “always” perceive themselves competent in the sub-scale “Doing Homework Effectively and Preparing for Exams (DHEPE)”; “sometimes” in the sub-scales “Studying in a Systematic and Organized Manner (SSOM)”, “Problems Faced in Learning (PFL)”, “Organizing the Study Environment (OSE)”, “Orderliness and Appropriate Classroom Behavior (OACB)” and “never” in the sub-scale “Asking for Help (AH)” were identified. In the study, that there was a high positive relation between the sub-scales “Doing Homework Effectively and Preparing for Exams” and “Studying in a Systematic and Organized Manner”; there was a low negative relation between “Doing Homework Effectively and Preparing for Exams” and “Problems Faced in Learning”; there was a medium positive relation between “Doing Homework Effectively and Preparing for Exams” and “Organizing the Study Environment” and “Orderliness and Appropriate Classroom Behavior”; there was a very low positive relation between “Doing Homework Effectively and Preparing for Exams” and “Asking for Help” were identified. In the study, that there was a low positive relation between the sub-scales “Studying in a Systematic and Organized Manner” and “Problems Faced in Learning”, “Organizing the Study Environment”, “Asking for Help”, “Orderliness and Appropriate Classroom Behavior” were also identified. In the study, that there was a low positive relation between the sub-scales “Problems Faced in Learning” and “Organizing the Study Environment” and “Orderliness and Appropriate Classroom Behavior”; there was not a relation between the sub-scales “Problems Faced in Learning” and “Asking for Help” were identified. In the study, that there was not a relation between the sub-scales “Organizing the Study Environment” and “Asking for Help”; there was a low positive relation between “Organizing the Study Environment” and “Orderliness and Appropriate Classroom Behavior” were identified. In the study, that there was a very low positive relation between the sub-scales “Asking for Help” and “Orderliness and Appropriate Classroom Behavior” was also identified.