Information technologies have increased the need to understand and use mathematics, enabling mathematics to go beyond being just a theoretical discipline. This research aims to specify the digital literacy levels of mathematics pre-service teachers and to examine the differences in this level according to age, gender, type of upper-secondary school graduated from, grade level, socioeconomic level, parental education status, place of residence, and computer ownership status variables. The descriptive research method, one of the quantitative research approaches, was used in this research. The research participants consisted of 412 volunteer university students selected using the convenience sampling method, one of the non-random sampling methods. The Digital Literacy Scale was used in the research. The study found that the perceived digital literacy levels among the participating pre-service teachers were above average. Similarly, the mean values of the informatics and technology literacy sub-factors are also above the midpoint of 3.00, suggesting that perception levels are above average. The study recommends including information and technology literacy in mathematics teacher training programs. The necessary tools and resources should be provided to enhance students’ access to and use of informatics and technology.