The aim of this research is to examine the views and practices of Turkish teachers on speaking instruction with different dimensions and to reveal a comprehensive due diligence on the factors related to the teacher that directs speaking instruction. Because it is the most ideal research approach for this purpose, qualitative research approach and internal case study as a design were adopted in the study. The study group of the research consisted of 40 Turkish teachers who voluntarily agreed to participate in the interviews. The data were collected using the information collection form prepared by the researchers to collect the demographic information of the interviewed teachers, and the semi-structured interview form prepared to collect information about their views and practices. In the research, one-on-one interviews were held with each teacher, video conferencing tools were used in these interviews due to the global epidemic, and all interviews were recorded with the consent of the participants. Each interview lasted between 30-60 minutes, depending on the response time of the participants. After the collected data was written down, it was analyzed by content analysis. As a result of the research, all the teachers considered the development of speaking skills important, and they produced reasons for their emphasis on its function in daily life and communication rather than its instructional importance; However, it was determined that only half of them regularly included activities and practices to improve speaking skills in their classes, and one-third of them did not spare any time for such activities and practices. In addition, it was determined that teachers mostly evaluated speaking skills through observation, and more than two-thirds of them did not reflect their evaluations of this skill on the passing grade.