The aim of this study was to examine teachers' attitudes towards children's rights and to asses the relationship between certain teachers' characteristics and their attitudes towards children's rights. The sample consisted of 555 teachers and the data was collected through an online questionnaire. To measure attitudes toward two types of children's rights, we used Children's Rights Attitude Scale, to measure their approaches to teaching we used Approaches to Teaching Inventory with questions regarding their sociodemographic data. The results showed that teachers showed greater support for nurturance than self-determination rights. It was showed that teachers who use approach to teaching focused on students, show greater support for nurturance and self-determination rights. Also, teachers' length of teaching experience and approach to teaching focused on students significantly predict the support for nurturance rights. Teachers who have less teaching experience and who use approach to teaching focused on students more, will show greater support for nurturance rights. Furthermore, approach to teaching focused on the teacher, approach focused on students and the importance of religion significantly predict self-determination rights. Teachers who use approach focused on the teacher less, approach focused on students more and to whom religion is less important, will show greater support for self-determination rights.