In this study, problems encountered by mathematics and science teachers in classrooms where Syrian students under temporary protection status and suggestions for solution to these problems were examined. A case study was used among qualitative research methods. 30 volunteer mathematics and science teachers from three state middle schools in the 2018-2019 academic year have attended the study in which criterion sampling was preferred. In the study where a semi-structured interview form was utilized, evaluation of the data was done through content analysis. As the result of this study, it was determined that Syrian students have problems particularly language and communication problems which are stemming from behavioral, parenting, economic, legislative, and their past lives. Underlying the problems encountered by mathematics and science teachers in their lessons is the Syrian students' not having sufficient language skills and having difficulties in perception and learning. Incompatibility of the curriculum, parents' perspective on education, having difficulties in dealing with problems and lack of materials are among the issues that teachers have problems in. The difficulty acquisition levels and course contents, the level difference between students, and the lack of training in the subjects are among the most common problems encountered by teachers in terms of the dimension of the curriculum. The suggestions of mathematics and science teachers are for the students and families to overcome the language problem, increasing the supplementary courses, providing material support, and providing support for the education of the families.