This study aims to determine the methods and techniques that classroom teachers use in teaching Turkish to foreign students, the ways they use to solve problems in communication with parents, and which practices of school principals facilitate the teaching process of foreign students. The research was prepared according to the phenomenology approach, which is one of the qualitative research methods. The data of the research were collected by semi-structured interview technique. Descriptive analysis technique was used in the analysis of the data. As a result, teachers think that visual materials, nursery rhymes and school songs, drama and game are effective in education. Teachers also emphasize the importance of including studies on understanding the language in teaching reading and writing. In order for foreign students to understand the Turkish language, they must communicate with Turkish students. In addition, reading and telling Turkish stories is also an effective way of understanding the underlying meanings of sentences. Communication with parents is difficult since the parents of foreign students do not speak Turkish. Moreover, the level of education of parents of foreign students is low. This situation causes both school management and teachers to make more efforts to ensure the participation of foreign parents to the school. In order to facilitate the education process of foreign students, teachers are very pleased with the practices of the school management, such as improving the conditions of the school or organizing seminars, or the communication skills and motivation that the school principal has established with the teachers.