This research aims to determine the stereotypes about the teaching profession. In line with this purpose, 104 classroom teachers determined by the criterion sampling method, one of the purposeful sampling methods, were determined as the study group in the 2021-2022 academic year. In this study, which was directed by the basic qualitative research model, one of the qualitative research approaches, semi-structured interview forms, were used to collect data. The purpose of this interview form was to identify the stereotypes experienced by classroom teachers, the cause for the creation of these judgments, and the behaviours expected of teachers and non-teachers to combat these stereotypes. The content analysis technique was used in the analysis process of the obtained data. As a result of the research, the teaching profession, It is seen that there are stereotypes that it is comfortable, having a lot of holidays, working half a day, the most difficult, earning money while lying down, a sacred, female profession. Examining the origins of stereotypes reveals that the teacher (attitude, qualifications, type of employment) and working conditions are professional factors. In contrast, the country's political structure, the media, and the social perspective are non-professional factors. It is understood that primary school teachers consider it necessary to increase professional development, have a professional attitude and promote the profession to prevent stereotypes. Finally, it has been concluded that apart from teachers, the Ministry of National Education, universities, unions, school administrators, politicians, media organizations, and parents should take responsibility for eliminating stereotypes about the teaching profession.