The present study aims to examine the adaptation processes of refugee children to preschool in Turkey. The study was conducted with a qualitative study design. The study group consisted of 22 preschool teachers selected by criterion sampling method. All of the teachers who participated in the study were female. Data were collected with an interview form consisting of semi-structured questions. The researchers collected data by conducting face-to-face interviews with the participants. The data were analyzed by both researchers using content analysis, a data analysis method used in qualitative research. The findings of the study showed that, regarding the adaptation of refugee children to school, preschool teachers used the strategies of providing individual attention, using activities and increasing their interaction with Turkish children. In this process, teachers experienced various difficulties with families and children. Among the most important of these were language and communication problems. Teachers preferred to talk to stakeholders and provide individual attention to children in order to solve the problems. Teachers made suggestions regarding language teaching and adaptation in order to facilitate the adaptation process of refugee children to school. The results of the study were discussed and some recommendations were provided.