This study aimed to identify how preschool teachers included the concepts of global literacy in picture story book reading activities they frequently perform in the flow of daily education programs. For this purpose, the relationship between global literacy and the achievements included in the Preschool Education Program (2013), picture story book reading processes and the listening and speaking processes in the preschool period was investigated. The research was designed as a case study, one of the qualitative research methods. One preschool teacher selected with the criterion sampling technique participated in the study. Semi-structured interview form, semi-structured observation form and documents were used as data collection techniques. Research data were analyzed by descriptive analysis and content analysis techniques. Based on the findings, it was concluded that very few of the picture story books selected by the teacher presented global literacy skills. In addition, the participating teacher was found to be inadequate in implementing picture story books activities during pre-reading and post-reading process and in associating global literacy skills with the language development process. Therefore, it is recommended that teachers are provided with professional training to increase their competence in relation to program and content adaptation, teaching process and global literacy skills.