Non- formal religious educational activities are carried out officially by the Presidency of Religious Affairs in Turkey. One of the non-formal religious educational institutions that the Presidency of Religious Affairs presents is the Qur’an Courses. These institutions present Islamic religious education for a great target group from children to adults. The topic of this research titled “Qur’an Courses for Age Group 4-6” was applied to the preschool children for the aim of giving them religious and values education in accordance with their intellectual levels, contents and methods since 2013-2014 academic years. The Turkish Muslims people showed a great interest in these institutions and the number of these courses increased rapidly within a few years. High demand for these courses and opening many new courses required employing a great amount of instructors in these courses. Thus, a great number of instructors were employed in a short time but this caused some problems in terms of qualities of instructors. It has been stated in some studies that the said instructors have deficiencies in areas such as planning, organizing and evaluating education. Because the great majority of those who participate in this research and work at those courses did not take pedagogical formation at the level of bachelor’s degree. In this study, the use of stories in values education of teachers working in Qur'an Courses between the ages of 4-6 was examined. The main purpose of the research is to reveal how the said teachers benefit from stories in value teaching and to develop suggestions on this subject. In this context, answers were sought to questions such as what they think about the importance of using stories in education, what they pay attention to when choosing stories, from which sources they get them, what methods, techniques and tools they use while using stories, and what kind of problems they encounter. A case study, one of the qualitative research methods, was used in this research, which aims to collect data from the instructors, who are the addressees and practitioners of the subject. Within the scope of the research carried out in 2021, 14 teachers were interviewed, the data obtained were analyzed by descriptive analysis method, certain themes and categories were created within the framework of the main and sub-problems of the research, and then these findings were reported by making use of the data of other researches in the field. Some of the results of the research are as follows: Instructors have a certain awareness of the importance of using stories in values education. In the story selection, they expressed opinions stating that they comply with certain criteria such as "principle of relevance to the student" It was stated that they generally obtained the stories they used in their lessons from (PRA) publications and instructional books. Although some instructors find insufficient the publications of the Presidency of Religious Affairs and they are search another sources. They also find stories from other sources such as various people, institutions and social media. The instructors stated that they were preparing for the lessons in which stories would be used, it was understood that this preparation was mostly in the form of browsing the textbook, looking at the slides, and finding pictures. Some of the teachers participating in the research stated that they included questions, nursery rhymes, riddles and songs in order to gather the attention of the students and prepare them for listening to stories. Some instructors also said that they did not have enough experiences about those matters. Those who participate in the research generally believe that the problems faced by them can be solved through qualitative seminars. They want that these seminars should be given by specialist people in their fields and these seminars should give priority to the practice and to develop their abilities. As it was understood from all those results, those who participate in the research are aware of their being insufficient in some fields and they need more in-service training to compensate their insufficiencies. If they are given more support at those matters, they can solve their problems and they may present more qualitative education to the pupils. It was also understood that Theology Faculties should also educate their students more effectively and in a more problem-centered way. Lastly, other studies can be conducted on the pre-school education competencies of 4-6 year old Qur'an course teachers. For example, their use of educational games and the use of drama method can be investigated. Finally, the results of this study can be tested by other studies.