<p>Multimodal literacy has been identified as a critical component for the ability to analyze media as part of media literacy; however, the nature of this relationship and the role of other mediating variables, such as critical thinking disposition, in this relationship have not been empirically tested in various contexts. This paper aims to address this research gap by examining the impact of multimodal literacy on media analysis skill, and testing the mediating role of critical thinking disposition in this relationship in a group of pre-service teachers. The mediation model was applied to analyze the relationships between variables based on data from 403 pre-service teachers in Türkiye. The findings of this study indicated a direct relationship between multimodal literacy and media analysis skill. Furthermore, critical thinking disposition partially mediated the effect of pre-service teachers’ multimodal literacy levels on their media analysis skills. The ensuing discussion encompasses the implications for practitioners and the directions for future research.</p>