The aim of this study is to determine how teaching Turkish to foreigners is carried out in secondary scl. Case study design, one of the qualitative research designs, was used in the study. The data collected with the interview form were analysed with the descriptive analysis method, one of the qualitative data analysis methods. A total of 10 foreign students from states such as Kyrgyzstan, Syria, Ukraine, Afghanistan and Democratic Republic of Congo were taught Turkish. Turkish language teaching activities were carried out by 7 pre-service teachers studying in the third year of Turkish Language Teaching at Çanakkale Onsekiz Mart University within the scope of Community Service Course. As a result of the research, it is understood that Turkish pre-service Turkish teachers see the concept of community service as increasing the awareness of benefiting the society and developing a sense of solidarity. As a result of the research, it was determined that there is no separate and different classroom for students in teaching Turkish as a foreign language and the need to focus on visual studies due to the lack of language teaching materials at the secondary school level. It was determined that the absenteeism of the students whom they gave lessons in teaching Turkish as a foreign language decreased during the process and their language learning levels increased. In addition, it is understood that the Turkish learning performances and learning enthusiasm of the students who received education increased and the students saw their teachers as a source of motivation. It is understood that the presence of foreign students in the class despite the fact that they do not know Turkish very well makes it difficult to learn the lesson and decreases the interest and motivation towards the lesson.
