The main purpose of this research determine the opinions of pre-school teachers’ on the types of activities. In line with this main purpose, the frequency of implementation of different types of activities was determined along with the reasons for which teachers preferred to include educational activities and which ones they did not.Case study model was used from qualitative research models in accordance with the purpose of the research. The working group consists of 66 preschool teachers who were working in Istanbul during the fall and spring semester of the 2017-2018 academic year. The data was collected through a semi-structured interview form created by the researchers. Content analysis was used in the analysis of the data obtained at the end of the data collection process. As a result of the study, the most frequent activities of teachers’ practices for students were play, Turkish language activities, art, movement, mathematics, drama, music, science and literacy activities. In addition, it has been determined that teachers practice their favorite activities more often than others, and that they actually want to do it more often in relation to these activities because they practive less of the activities they feel are failing.