Critical thinking is one of the crucial skills of the 21st century. Especially in the period of the COVID-19 Pandemic, the increased amount of information pollution and advertisements has made critical thinking skills a much more important need. Culture jamming as a strategy can be used in an educational context to foster critical thinking skills by creative anti-consumer tactics such as interpreting and changing the elements of advertisements. In this research, culture jamming activity was implemented in the Critical and Analytical Thinking course of a teacher education program for the first time other than art education. The aim of the research is to examine the views of pre-service teachers’ experiences regarding the culture jamming activity process, described in the method section in depth. A holistic single case study design is conducted in the research and the qualitative data set is composed of forum discussion messages, visual products of the culture jamming task and the written answers of the pre- service teachers to four open-ended questions related to the task. According to the thematic analysis of the data set, four main themes emerged: previous experiences on advertisements, challenging the invisible, transforming the discourse, and views regarding the activity. According to the results, the culture jamming activity implemented in this course helped pre-service teachers to question their consumer attitudes and interpret the advertisements and the products they frequently consume in their daily lives and think critically during the process.