The aim of this study is to indicate the problems that Syrian refugee children, class teachers and Turkish children face in their school environment. The data of this study were realized via case study design which is one of the qualitative investigative designs. Interviews were carried out using the observation notes of the prospective teachers as well as their semi-structured discussion forms. As a result of the content analysis of data obtained from the research, it was seen that the most significant problem faced by the study participants was "language problem". In connection with the language problem, it was seen that factors such as adaptation, communication, and pedagogic condition, social and emotional development influenced them negatively. As the Syrian students do not know Turkish and they are taught with the traditional methods, they do not benefit from the teaching activities and they get bored in classes. While this situation causes behavioral problems in the classroom, the teachers spend more time with the Syrian students. This makes them to fall behind and not to finish the curriculum in time. It is recommended classroom teachers should receive training on how to teach in a multicultural classroom, language courses should be opened, designated based on their age and knowledge of Turkish to solve the language problem of Syrian children and adults and classroom teachers should receive "Teaching Turkish as a Foreign Language" education.