In this study, the evaluations of Turkish teaching in terms of didactic opinions within the scope of PIKTES were discussed. The phenomenology approach, one of the qualitative research designs, was used in the study. 38 Turkish teachers working in the project were interviewed in schools in Osmangazi, Yıldırım, Gürsu and Kestel districts of Bursa, where Syrian students are concentrated, and data were collected with semi-structured interview forms. The data in the interview forms were analyzed through descriptive analysis. As a result of the study, it was seen that the class levels of the project were more regularized under the name of "adaptation classes" as of 2020, that many participants did not express their opinions about the method-technique of the instructors in teaching Turkish as a foreign language and that their knowledge about the method was insufficient. It has been determined that most participants do not have information about the Common European Framework of Reference for Languages (CEFR), which has an international standard, and they do not benefit from this program. In line with these results, suggestions were made to take steps to teach Turkish to foreigners.