In this study, it is aimed to evaluate the problems encountered by students whose mother tongue is not Turkish in the process of teaching primary reading and writing, according to the perspectives of students and parents. Case study, one of the qualitative research methods, was used in the research. 30 second grade students who have completed the primary reading and writing teaching process and 30 parents whose mother tongue is not Turkish in primary schools participated in the research. Data were collected through semi-structured interview forms prepared separately for students and parents. Participating students stated that they mostly had difficulties in learning and combining sounds, had difficulties in understanding reading texts, and that their reading was slower than normal. As a solution proposal, they stated that they expect the reading and writing activities to be increased, the use of more games and visuals in the activities, and the increase of support from family/peers. Participating parents mostly stated that students could not understand their teachers because they did not know Turkish well enough, they had reading comprehension problems, and they had difficulty in learning and combining sounds/letters. As a solution suggestion, they suggested that kindergarten should be compulsory, teacher and parent communication should be strengthened, and students should be supported more at home.