Kale, MustafaGul, Ebru DeretarlaTohma, Merve2025-03-072025-03-0720230300-44301476-8275https://doi.org/10.1080/03004430.2022.2108025https://hdl.handle.net/20.500.12507/2930This research was carried out to examine the cultural literacy of preschool teachers who have students from different cultures in their classrooms. In the present study, a qualitative research method was used to examine teachers' cultural literacy in detail. The participants of the study are preschool teachers who work with children from different cultures. A semi-structured interview form for teachers was used as a data collection tool. Research findings show that preschool teachers have insufficient knowledge about the culture of their students from different cultures and they have prejudices against the culture. As a result, teachers' getting to know different cultures and not interacting with families from these cultures affected their creation of a culture-sensitive educational environment in their classrooms. Similarly, it is observed that teachers keep their educational expectations and goals regarding children from different cultures low on the basis of their prejudices.eninfo:eu-repo/semantics/closedAccessPre-school teacherscultural literacyearly childhood educationmulticultural educationArticle1934506518WOS:0008365634000012-s2.0-8513544734310.1080/03004430.2022.2108025Q2Q4