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This experiment investigated the impact of reading and writing learning strategies on mathematics preservice teachers critical thinking dispositions. The sample in this study were 80 students in the mathematics education program who were purposively selected from 120 total populations reviewed based on: (1) students prior mathematical abilities; (2) learning model group. In this study also analyzed the interaction between the students prior mathematical abilities and learning strategies towards enhancing students mathematical critical thinking dispositions. The results showed that: (1) the average enhance in critical thinking dispositions of students who received a reading and writing learning strategy was better than those who received conventional learning as a whole; (2) there are differences in the average enhance in mathematical critical thinking dispositions between students who get reading and writing learning strategies and students who get conventional learning are reviewed based on their prior mathematical ability groups; (3) there is no interaction between learning and students prior mathematical abilities towards increasing students mathematical critical thinking dispositions.