Case markers are structures which form meaning connections between nouns and verbs in the sentence. The studies conducted on teaching Turkish case-endings to foreigners aim to determine the issues that foreign students experience while learning these endings. This study, on the other hand, aims to determine the issues that teachers face while teaching Turkish case-endings to foreigners. Phenomenography is an empirical study which aims to explore people's experiences and the differences between their perceptions of the phenomena in our environment. A phenomenographic analysis, one of qualitative research methods, was conducted to determine the views of teachers that teach Turkish to foreigners on teaching case-endings. The study was conducted by five instructors that carry out grammar courses at TÖMER at Gazi University. The data were collected through semi-structured interview conducted face-to-face. The results showed that instructors used appropriate activities as well as inappropriate one while teaching Turkish case-endings to teachers. In this respect, the following suggestions can be made on the basis ofthe present research: Concretization should be utilized in the teaching of case markers which have an abstract quality. There should be a consensus in the literature as to the order in which case markers should be presented to students. Teachers of Turkish as a foreign language should increase the number of practices in order to reinforce the use of these markers. Only the target language, that is, Turkish must be used in the teaching of case markers. The present study aims to explore the experiences of teachers of Turkish as a foreign language with regard to case markers. Through studies on the teaching of Turkish as a foreign language, such experiences related to teaching domains can be uncovered.