Children's literature covers all literary products from infancy to early youth and presented to the child during this period. In this respect, the introduction of the child to literature and the foundation of love and interest of reading coincide with beginning of school. Instilling love for reading in the child, raising the taste for language and child’s consciousness and enabling the child to establish connection with books are considered as some of the primary duties of elementary school teachers. In this context, it is important for an elementary school teacher to have an interest in children's literature and to have a developed awareness level regarding the characteristics of this field. In this study, it was aimed to determine the awareness level elementary school teacher candidates. For this purpose, the study employed the case study method, one of the qualitative research designs. The study group was formed according to criteria sampling. The teacher candidates not taking the Children's Literature course was determined as the criterion. The data were collected through the interview form. In order to measure teacher candidates’ children's literature awareness, five questions were developed and administered by the researcher. The data were analyzed using content analysis. According to the study results, although the elementary school teacher candidates did not take the Children's Literature course, they had awareness regarding the scope of the children's literature, the characteristics the literature should have, the characteristics the children’s literature writers should have, the areas the literature improve and children's literature genres and products. However, the results revealed that teacher candidates focused more on stories and fairy tales in terms of children's literature products, whereas they did not have any awareness about other literary genres. Furthermore, while they knew more about the classical and translated products, they did not have awareness about new authors and products. Finally, it was noteworthy that teacher candidates did not have awareness about paying attention to the consistency between the visual and the text, about the product having aesthetic elements, and about the dimensions of “products making children love children’s literature” and “products entertaining children”.