The aim of this qualitative study is to reveal the condition involved in teaching Turkish as a second language to Syrian refugees. Participants were selected using a criterion-based sampling technique; they were six (6) instructors and forty (40) Syrian students. The data of the research were compiled using open-ended questionnaire developed by the researchers for the students, and semi-structure interview developed for the instructors. It was revealed that the students have problems mastering basic language skills (especially speaking and listening), the teaching materials are inadequate and physical environment is not conducive. Moreover, it appears that the students have problems in using and pronouncing certain vowels, the confuse letters, and use words in figurative sense. It has also been revealed that the teachers use the same practices, render feedback-correction, and have difficulty in teaching due to lack of right curriculum, the courses being above the students' levels, and nonfunctional course equipment. The participants underlined that camp and class environments need to be improved, that students should be given greater opportunities to communicate with native Turkish speakers, audiovisual materials need to be improved, teachers need to be aware of the students' psychological conditions, teachers should be very versed in at least two languages, and teachers need to be trained extensively.