This study focuses on the educational problems of the Syrian refugees that had toleave their country because of the civil war breaking out in Syria in 2011. According to the UNICEF report 2015 on Syria, almost 6.5 million were displaced within the borders of Syria, and 4 million people had toleave their country. With its open-door policy, Turkey is the country hosting most Syrian refugees in the world (over 2.7 million people, more than half of which are children). Initially, it placed the refugees in the sheltering are aslocated close to the border. As the number of the refugees increased, it allowed the controlled settlement of the refugees in the settlement are as outside the sheltering are as with temporary protection status. According to the data records of February 2016, estimations of the Ministry of National Education of Turkey, over 330,000 Syrian children and other refugee children are receiving formal education in various are as across Turkey. However, it is estimated that there are more than 500,000 children staying out of the education system. This is a qualitative study aiming to evaluate such educational process from the perspective of Syrian teachers working at temporary educational centers. Conducting the study in Şanlıurfa is relevant because Şanlıurfa is the second Turkish province hosting most Syrian refugees after Istanbul, with 396,728 refugees living there. In the research process, nine Syrian teachers from the educational centers offering service to Syrian refugees were interviewed over a semi-structured form. In the end, various findings were obtained about teachers’ personal benefits, students’ access to school, their language problems, their status of receiving psycho-social support, curriculum, instructional technology, and so on.