In this study, it is aimed to reveal the opinions and practices of classroom teachers based on reading and reading comprehension difficulties that they encounter in their classrooms. The research is a qualitative study and was carried out with the special case study method. The data were obtained by semi-structured interview technique with 10 classroom teachers working in the Türkoğlu district of Kahramanmaraş. The results obtained as a result of the research were examined with the actual level and content analysis. As a result of the examinations, it was determined that classroom teachers faced different types of reading difficulties for students at all levels and they exhibited different practices to eliminate these difficulties. However, it has been observed that despite the fact that the studies performed are effective, they are not fully sufficient. In order to eliminate reading and reading comprehension difficulties, practical training should be provided for students, teachers and parents in every field. In the face of this situation, various suggestions have been made, such as creating suitable environments where teachers can set models and examples for their students. The reading difficulties faced by the teachers were investigated and the practices made to overcome these difficulties were mentioned.