The aim of this study is to examine the role of primary schools in reproducing gender discrimination based on teachers' views. In the study, the discriminatory factors arising from "the everyday practices in the classroom and in the school, the curriculum, and the individual characteristics of the students" were discussed from the perspective of views regarding gender. Interviews were conducted with 13 teachers from 6 schools with different socio-economic characteristics in the central districts of Mersin in the 2017-2018 academic year in the study. The data were analyzed using qualitative descriptive analysis method. As a result of the study, regardless of socio-economic characteristics, primary school education and gender relations are in a cyclical structure as mechanisms that affect each other, and teachers can convey discriminatory codes to students by being affected by their own student experiences and the traditional gender perspective of the society in which they were raised. On the other hand, it was revealed that teachers associate the source of the gender discrimination with out-of-school factors and are not aware of their responsibilities in this issue. In general, it can be said, based on the results of the study, that the processes and practices in primary school create gendered prejudices in the minds of students and gender discrimination is maintained throughout primary school education.