In this study, which was carried out on the teachers who work in the Qur’an teaching courses for the ages of 4-6, the affecting factors of teaching in the Qur'an teaching courses were researched. The aim of this research is to detect the motivations of the educators to choose this field and to contribute improving the educational activities and events in Qur’an Teaching Courses. In this research, phenomenological pattern is used as the qualitative research pattern. The working group of the research is based on 19 teachers from Qur’an Teaching Courses in Cities of Denizli/Merkezefendi and Denizli/Pamukkale of Turkey. While deciding the instructors for the research group, criterion sampling method was used and at least 2 years of work experience was set as the requirement. Research data was obtained through face to face meetings with the participants and the following questiens were asked to them in these meetings; "What does it mean to you to be a Qur’an teaching course teacher?", "Have you ever experienced an event, a situation or a process that has fundamentally effected or transformed you?", "How would you define your relationship with your students from your perspective?", "How do you feel yourself in the class room?", "What is your status from your point of view in the classroom?", "When applying the offical curriculum, do you treat the subjects as they are stated or transform them according to the situations of the students?". It comes out as a result of the research, the most important class related factor that positively affect the teachers is establishing good relations with the students and enjoying self learning as well as teaching. The teachers who are open to learn new things feel happy and successful and who have the ability to take the initiative when face with a problem also feel comfortable in the classroom and think that they are good at their job. The teachers state that they stracture the religious foundations of the students because of their age group and this situation makes them believe in their job and see it as more valuable. The ability to communicate with parents of the students is also one of the most important factors of outside from the classroom that positively affects teachers. The most important aspect of communication with the parents is the skill to manage their expectations to keep balance. It is quite important to provide to the instructors both a comfortable working environment and the materials that they need in order to make them feel institutionally supported. Additionally, institutional seminars given by experts in their fields also contribute to the teachers self-improvement. Another result of the study is feeling of pedagogical inadequacy that comes first as the class related problems faced by the Qur’an teaching course teachers. This teachers have different opinions about the required time for every student to learn how to read the Qur’an. This situation, which at first look seems to be only a difference of interpretation but it causes some problems in practice that will be explained in this study. Some of the teachers state that because they work in the 4-6 age group, they can't benefit properly from the knowledge that they have learned in college (the theology faculties) and as a result of this situation, they become distant to their main field that they studied as profession. The fact that gathering the students with different stages of development in the same classrooms is one of the issues that makes teaching process difficult for the teachers. The teachers, who do not have any helping staff (co-worker) in their classrooms, draw attention to the fact that they can not take care of the students’ needs enough because both the caring and the teaching tasks are depend on them. When we look at the factors from outside of the classroom faced by the teachers, the most striking issue is the problem of field specialization. Since there is no department or course for direct Qur’an course teaching in theology faculties, the teachers can not receive sufficient education to start working in this courses. Difficulties such as cleaning, collecting dues from the parents and finding allowances for the classrooms expenses also effect negatively the teachers. The worry of not reaching the sufficient number of students for the course to remain open also effect the teachers negatively. Besides all these problems, the some negative attitudes of the parents towards the institution, the problems with the titles, and the social environment of the courses also effect the teachers negatively. As a result of the findings of this study, some of the suggestions made in the conclusion part are as follows: The teachers should maintain a healthy communication with the students and their parents for a successful experience.