Some individuals encounter learning difficulties in the acquisition of reading and writing, which are among the most important skills in human history. It is very important to identify and resolve these difficulties in order to acquire and maintain reading and writing skills correctly. In this study, it was aimed to determine the levels of pre-service primary school teachers towards identifying and eliminating reading and writing difficulties. The study group of this research, which was carried out within the scope of case study, one of the qualitative research designs, consists of fourth grade pre-service teachers studying in the Department of Classroom Education of two different universities. The fact that the participants, who were determined by the easily accessible sampling technique, had taken undergraduate courses on literacy education and their voluntary participation in the study were considered as criteria. A form prepared by the researchers was prepared as a data collection tool. The form includes sample situations in order to determine the assessment and intervention levels of pre-service primary school teachers regarding reading and writing difficulties. In the process of data collection, firstly, an assessment test was applied to the pre-service primary school teachers, and then their responses were taken to identify and eliminate the difficulties through examples. The data were analyzed descriptively and the findings were expressed under related questions. As a result of the research, it was determined that pre-service teachers have a certain level of awareness about what reading and writing difficulties are, they are confident in overcoming reading and writing difficulties, but their knowledge about the studies that can be done for this is lacking.