In this study, it is aimed to determine the opinions of preschool teachers and classroom teachers about school readiness. As in the current situation, since this research is aimed to be a qualitative approach, the research is a case study of qualitative research type. In the study, interviews were conducted with a total of 25 teachers including 15 primary school teachers and 10 preschool teachers and the interviews were conducted through a semi structured interview form. Content analysis was performed on the data obtained from the interviews. As a result of the research, it was seen that the primary education teachers' definitions and expectations about school readiness were higher than the preschool teachers. According to this, both groups stated that social-emotional development, motor development, cognitive development and self-care skills were important for starting school. Preschool education teachers have made fewer definitions for these themes. It is observed that primary education teachers' expectations in terms of cognitive development and readiness are higher than preschool education teachers'. They stated that children who do not complete their 72 months experience problems such as peer communication, lack of self-confidence, inability to perform self-care skills. In this respect, it is stated that children will have negative experiences in education as they cannot reach school readiness yet.