The aim of this study is to determine the digital literacy status of Turkish teachers and to examine them in terms of various variables. In line with this purpose, the digital literacy status of Turkish teachers was determined and examined whether these situations differ according to variables such as gender, age, years of service in the profession, technology usage level, daily time of internet usage, using distance education platforms and social media. Scanning model was used in the research. The “Digital Literacy Scale” which was developed by Ng (2012) and adapted by Hamutoğlu, Güngören, Uyanık and Erdoğan (2017) was used as the data collection tool. Study group of the research consist of 188 Turkish language teachers who work actively in public schools in Turkey. The data obtained from the Digital Literacy Scale in the research were analyzed with the SPSS 21 package program. As a result of the research, it was found that Turkish teachers' digital literacy levels are high; it was determined that digital literacy levels indicate significant differences according to variables of age, years of service in the profession, technology usage level, daily internet usage time, using distance education platforms and social media. The fact that digital literacy levels decline as participants' age and years of service increase and also those who have high digital literacy levels use distance education platforms and social media more effectively are important results of the research.