Purpose: Providing educational services for Syrianrefugee children is a new fact of life in Turkey, andthe teachers who work at public schools and temporary education centers encounter some difficulties. The main purpose of this paper is to describe the problems faced in the process ofeducating Syrian refugee children as well as the solutions to such difficulties recommended by the teachers. Research Methods: The study was carried out using qualitative research methods and thephenomenological model to investigate the problemsfaced in the process of educating the Syrian students'.The purposive sampling method was used in order to identify the participants. Thereafter; theplan was to interview the participants consisting of nine teachers of Syrian students. Interviewforms were designed and developed by the researchers and used in the study. The contentanalysis technique was used during the analysis of the data. The Nvivo 10 package programwas used. Findings: In the study, the problems faced by the teachers were identified as alanguage barrier, cultural problems and discipline problems. While the teachers at the publicschools appear to think that the students are on good terms with their friends, teachers andthe school principal, the teachers at the temporary education centers seem to have acompletely opposite view on the matter. Teachers state that they do not receive adequatesupport in the process of educating Syrian students and add that the students are providedwith limited books and additional class support. Last, to solve these problems, the teachersrecommend that the language barrier be overcome by teaching the Syrians the Turkishlanguage, that materials and a curriculum for Turkish language education be developed, thatthe Syrian students be taught separately from the Turkish students, that the teachers beprovided with in-service seminars, and that class populations be reduced. Implications forResearch and Practice: Teaching so many refugees is a new phenomenon for Turkey. In orderto properly overcome this issue, the MoNE must be in close contact with the teachers andeducational institutions working in this process. Also, for the healthy functioning of thisprocess, the need for support from both the general public and national and internationalorganizations should not be ignored.