In this study, it is aimed to evaluate the positive or negative effects of the communication model applied in primary school classrooms on the academic success of Syrian immigrant students from the perspective of teachers and students. Therefore, the case study method, which is a qualitative research method, was preferred. The study group of the research is Syrian immigrant students enrolled at primary schools in the cities of Gaziantep and Hatay of Turkey and teachers working in schools where these students receive education. The perspectives of 22 students who immigrated from Syria and 15 teachers were collected using a semi-structured interview form. The data obtained from the semi-structured interview form were analyzed with the NVivo R1 Program. As a result of the research, it was concluded that especially the academic achievements of the students were negatively affected due to the fact that they did not know the Turkish Language. It has been revealed that school stakeholders must first solve the communication problem of immigrant students by acting in cooperation. The communication skills of the teachers and the fact that they are equipped in terms of immigrant students enable them to find solutions more easily when faced with any problem in the educational institutions where they work. This will have a positive reflection on the success of both teachers and students.
