This study examined the role, importance and function of "saz semais" and "pesrevs" in cello teaching. It also examined the title and order of the pieces used in teaching, challenges experienced in the teaching of these pieces and suggestions for solutions. This study utilized phenomenological methodology. As a purposeful sampling method, maximum variation sampling method was employed in the selection of the study group (n=10). Data were collected through interviews. The data in this study was analyzed by using the content analysis method. NVivo12, the qualitative data analysis software, was used for the analysis. In frame of this study, all the interviewees addressed the importance of "saz semais" and "pesrevs," stating that they are essential in cello teaching. Some participants think that "saz semais" and "pesrevs" have benefits solely in teaching the maqams, while others argue their benefits in terms of control over the instrument and ear training, or in terms of enriching the repertoire, interpretation and teaching of nuances. Most of the participants reported that students had more difficulties in performing "saz semais" in comparison with "pesrevs," while some other participants stated that the level of difficulty varied depending on the piece. It has been revealed that students have the most difficulties in providing the correct intonation, correct use of the positions and correct bow technique while performing "saz semais" and "pesrevs."