The study features two basic steps. The first step of the research aims to develop a scale to measure the attitude of preschool teachers towards the Persona Dolls Approach and to verify its validity/reliability through a general survey. The cohort employed in the research was drawn from a pool of preschool teachers working in and around the cities of Çanakkale and Mardin, Turkey during the 2011-2012 academic year. The first sampling taken with the purposive sampling method was carried out in June 2011 with 187 preschool teachers employed in schools in and around the city of Çanakkale. Validity was measured through the application of structure and scope verification procedures, while reliability was established using the test-re test method and internal consistency procedures. The resulting analyses presented a scale with KMO Value (Kaiser Meyer Olkin) of 0.812 and an internal consistency value of 0.916, where a value approximate to +1.00 indicates a high level of internal consistency. The second step of the research involved a cohort of 46 preschool teachers from Mardin and surrounding districts, 23 in the trial group and 23 in the control group. The aim was to assess whether the trial group teachers would present a change of attitude following a two-day training in the Persona Doll Approach. A pre test-post test and control group trial method was employed for this purpose. The groups were equalized taking into account the validity-reliability studies related to the teacher survey and attitude scales from the first step of research, and related and unrelated Group T Tests were applied in data analysis. At the conclusion of the experimental model, comparing pre and post-test results, significant levels of positive attitude change were perceived in terms of measurable variances among teachers in the experimental group receiving instruction in the Persona Doll Approach. These results would appear to imply the positive effects of training in the Persona Dolls Approach for teachers in the experimental group.