In this research, it was aimed to examine whether digital stories affect the listening skills and motivation of learning Turkish in undergraduate students learning Turkish as a foreign language in Belarus. The explanatory sequential design was used in this research, which was conducted with the mixed method. The sample of the research consisted of 15 experiments learning Turkish as a foreign language at the Faculty of Translation and Interpretation of Minsk State Linguistic University in Belarus; It consists of 30 students at the A2 level, including 15 controls. The data of this research, which had an 8-week implementation period, were collected with the "Listening Achievement Test" developed by Tozlu (2017), the "Motivation Scale for Learning Turkish as a Foreign Language" developed by Sevim (2019), and the "Semi-Structured Interview Form" prepared by the researcher. Mann Whitney U test, t-Test, and two-way analysis of variance (ANOVA) were used in the quantitative data analysis of the study; Qualitative data analysis was done with content analysis. In the quantitative results of the study, it was determined that the experimental group students trained with digital stories performed better in listening skills than the control group trained with the current program. In addition, at the end of the application, it was determined that the motivation of the experimental group students learn Turkish increased positively compared to the control group students. According to the qualitative results of the research, students; stated that they found listening activities enjoyable, useful and instructive thanks to the digital stories used in Turkish lessons, they liked to listen, they learned Turkish culture, their knowledge of Turkish increased, they learned more Turkish words, and listening to Turkish conversations on video had a positive effect on their pronunciation.