In mother tongue education, the use of tales, which are the products of folk literature, is important in terms of child development and for the acquisition of basic language skills. The purpose of the present study is to investigate the effects of the use of tales in mother tongue teaching on child development in the light of teacher viewpoints. The study group consisted of 35 class teachers who worked in the city center of Ankara in 2017-2018 Academic Year and who volunteered to participate in the study. A case study was chosen as a research design. The case study is seen as an effective method used to search for answers to scientific questions. As the study model, the Semi-Structured Interview Technique, which is one of the Qualitative Research Methods, was employed to collect the data of the study. In the analysis of the findings, the Descriptive Analysis and Content Analysis Methods were employed. Categories were created based on the data by considering the similarity status, and these categories were presented as tables. The data were supported by quoting the viewpoints of teachers. The findings obtained show that tales have an important place in the cognitive, affective and social development of the child. Tales should also be handled and dealt with efficient methods in developing the basic language skills of the child. According to the results obtained in the study, tales improve children’s imagination world, language skills; and ensure that they look positively to life. It is necessary to use tales effectively as a class material at schools. Parents should also introduce tales books to their children and read tales with them. As a result, it can be stated that fairy tales should be used effectively in the acquisition and development of basic language skills in mother language education and training.