The aim of this study is to identify the problems experienced bybilingual (Arabic and Turkish) children in the early reading and writing stagesand to propose solutions to solve those problems, based on teachers’ views. Phenomenologyresearch design was used in this study. The study group consisted of 20 firstgrade teachers, working in schools in Hatay’s Reyhanlı and Defne counties wherebilingual students reside heavily. In the study, a semi-structured interview form,developed by the researchers, was used as the data collection tool. The data obtainedwere analyzed, using the descriptive analysis technique. Based on the opinionsof the teachers who participated in the study, it was determined that bilingualchildren experienced various problems in all stages of early reading andwriting (i.e. “preparation for early reading and writing”, “beginning earlyreading and writing and progressing, and “independent reading and writing”).Half of the teachers stated that bilingual children had problems in visualreading; more than half of the teachers stated that bilingual children hadproblems in perceiving and recognizing sounds, reading and writing the sounds/letters,and constituting syllables, words, sentences, and texts. The majority of theparticipating teachers stated that bilingual children had problems in independentreading and writing. Solutions suggested by the teachers to solve these problemswere also presented.