The purpose of this study was to examine migration through the integration of the Primary school students Syrians coming to Turkey according to the opinions of teachers, school administrators and students. The data were obtained through semi-structured interview forms created by the researcher. Interviews with Turkish students; They stated that the main obstacles to Syrian students' adaptation to school are factors such as language barrier, cultural difference, teacher attitudes, academic readiness and peer relations. It has been concluded that one of the most important factors in the adaptation of Syrian students who came by immigration to school is the language barrier. It was determined that Syrian students could not communicate with teachers and peers due to the language barrier, and this situation negatively affected the adaptation of Syrian students to school. In addition to this, while encountering a benevolent and accepting attitude by Turkish students increases compliance with the school, aggressive, intolerant and prejudiced attitude makes it difficult to adapt to the school. It was observed that Syrian students who had academic failures also had problems in adapting to school. The acceptance of Syrian students by teachers and administrators, social activities facilitate the adaptation of Syrian students to school, as well as the socio-economic inadequacies of Syrian students, negative attitudes of Syrian families towards school and teachers, Turkish parents' prejudiced and discriminatory attitude, continuing education in classes that are not suitable for the academic readiness of Syrian students. It has been observed that situations such as doing things negatively affect school compliance. The aforementioned findings were discussed in the light of the relevant literature and recommendations on the subject were presented. Structured Abstract: Introduction The main aim of this research is to obtain information about the status of school student's compliance Syrians under temporary protection in Turkey. In this context, various parameters related to Syrian students' adaptation to school were examined in line with the opinions of Turkish students, Syrian students, teachers, and administrators. In general, adaptation to school can be defined as the academic and social benefit of the child from the environment in which he enters (Kaya & Akgün, 2016). In this context, the fact that a child has protective factors such as cultural, social, or personal support plays a role as a factor increasing the probability of adapting to school (Kaya & Akgün, 2016). It can be said that adaptation to school is directly proportional to social adaptation, as it will facilitate the adaptation of the individual to the school (Ustabaş, 2017). A child who has positive communication with his teachers and friends and feels safe at school can adapt to the school and social environment (Seven, 2011). There are a number of factors that affect a child's adaptation to school. The environment the child lives in, the expectations of his friends and teachers, changes in the curriculum are some of these (Ustabaş, 2017). The child whose adaptation to school has increased; It is known that his relationships with his friends are more normal, his social behaviors are more positive, and they are farther from problems such as anxiety, exclusion, aggression, exposure to peer violence, and excessive mobility (Gülay, 2011). Although Syrian refugees are legally entitled to enroll in public schools and there are no legal obstacles, researchers have stated that these students face some difficulties in accessing education and adapting to school. It can be said that these problems make it difficult for the child to adapt to school. Method Research Design: In this study, school adaptation of students under temporary protection and education at primary school level was examined and the situational research method, one of the qualitative research methods, was used.