The purpose of this study refugee students who attend preschool pre-school educational institutions and behavior problems faced by adapt to, and problems with language development, language learning strategies implemented method related to refugee students, family participation in preschool education of refugee children, the attitudes of the teacher, the other families of refugee students-related attitudes, the mental health of refugee students to solicit feedback from the appropriate designated teacher is to determine themes and their solutions. The qualitative research method was used in the research. The study group consists of 20 preschool teachers who are refugee students in Samsun province. A semi-structured interview form consisting of 9 questions was used to collect the data. The answers to questions and data were collected through semi-structured face-to-face interviews. Interviews were recorded with a voice recorder and resolved. The data obtained were analyzed using” content analysis method “and the program” QSR NVivo 7.0 " was used. In this research, it is determined that there are problems of adaptation in the education of refugee students and that the biggest problem is language and behavior problem and peer interaction and attitudes are important for the solution of these problems. It was concluded that they had intense mental health problems and that preschool education was necessary for them to go to primary school. According to these results, it may be suggested that teachers can undergo in-service training, similar studies can be carried out with teachers at other levels, PDR specialists can be assigned in pre-school institutions, compulsory Turkish education can be provided to families, and peer education can be implemented quickly in schools to integrate families of refugee students and other families.