The Lesson Study is a professional development model that places teachers at the center of practice and is used in the professional development of teachers who are currently in teacher training or currently in service. In Turkey, the professional development of teachers from various branches is also supported by using this model. However, no previous studies have been found on the use of this model with pre-school teachers. This study was carried out to support and improve the quality of teachers' picture story reading activities by means of lesson study and therefore support the language and early literacy skills of children. Mixed method design was used in the study by utilizing convergent parallel mixed method design. The study group consisted of 14 teachers employed at two independent kindergartens in Bolu city center and 223 children attending these schools during the 2017-2018 academic year. After obtaining all qualitative and quantitative data, statistical analyses were conducted on the quantitative data and content analysis was performed on the qualitative data. As a result of the study, we determined that dialogic reading bags that are developed through the Lesson Study model support children's language development and early literacy skills. In addition, we determined that the Lesson Study model had a positive impact on pre-school teachers' professional development.