Fairy tales are used intensively by Turkish teachers in Turkish lessons. Elements in tales need to be examined in many respects such as their suitability for cultural transmission, psychological benefits, and harms, correct and effective use of language and so on. The opinions of the Turkish teachers in the field are very important for this subject which needs to be examined in depth. This research's model is descriptive, semi-structured interview is a data collection tool for this research. Participants except one seem to have found tales interesting for all students. It is seen that teachers use talents primarily for semantic knowledge and moral values, and then for language skills achievements. Teachers have answers that they use tales more for values such as goodness, honesty, respect, and love. There may be an interpretation that teachers often do not encounter situations where students generally look askance at tales. It is seen that teachers are leading the opinion that there is not a fairy tale that should not be read. This answer is followed by the response that tales with negative contents should not be read. Ranking of tales of most positive reactions given by students can be done respectively as: all tales which have a happy ending, Keloglan tales, Snow white tales, Aesop's Fables… According to teachers, tales which should be absolutely read by students are listed as follows: Keloglan, Grimm Brothers, One Thousand and One Nights.