The purpose of this study is to examine the thoughts of elementary school teachers on writer’s block. The study group of the research consists of 21 elementary school teachers who work in the central elementary schools of the city of Trabzon and were selected through the maximum variation sampling method. The qualitative research method was used in the collection, analysis and interpretation of the data obtained in the study. In this context, semi-structured interviews were conducted with elementary school teachers participated in the study. Questions about writer's block were asked to teachers in semi-structured interviews. The data obtained from the semi-structured interviews with teachers were analyzed using descriptive analysis technique. The results of the study reveal that elementary school teachers do not have sufficient information about the content of writer’s block. However, elementary school teachers think that the reasons for writer’s block are generally due to lack of classroom practice and inadequacy. Accordingly, they stated that students who suffer from writer’s block cannot produce quality products. When the research results are examined, it can be seen that the writer’s block is mostly experienced during the draft writing stage. Although most of the teachers participating in the study consider themselves to be of sufficient knowledge about writer’s block, they have formulated a small number of solutions for overcoming writer’s block. Finally, some recommendations were developed for writer’s block.