Introduction: In 20th century, teacher is the one knowing how toget the information rather than knowing everything, being expert in hisbranch, encouraging students and teaching how to learn. In addition,students of a teacher being a good reader would be a good reader, as well.Moreover, teacher has a great role on making someone get reading habitin societies having low family conscience and sensitivity (Yılmaz, 2009:138). Students are readers as well as their teachers (Hill ve Beers, 1993:1). Benevides (2006) questions how a teacher not having a reading habitand skill can make students acquire a lifelong learning habit. Althoughteachers’ roles have changed from past to present, it is seen in the carriedstudies that teachers have a great effect on students’ reading states.It is not an easy process to make students acquire reading habit forboth families and the teachers because there are many factors affectingreading skill and habit along with family and teacher such as social circle,library, school, mass media(Özbay, 2009; Türkyılmaz, 2012; Balcı, Uyarand Büyükikiz, 2012). In this case, which path should be followed, whichreading materials should be utilized in order to make children and youngadults acquire reading habit and reading culture?Works of children and young adult literature are seen as anoutstanding option in making children and young adults acquire readinghabits. In many local and foreign studies such as Türkyılmaz (2012),Karakuş (2006), Aslan (2006), Aytaş (2003), Hunt (2001), Tomlinson andBrown (2007), Lukens and Cline (1995), Dilidüzgün (2007), Sever (2008),Sever (2013), Şirin (2007), it is emphasized and detected that childrenand young adults’ reading habits and attitudes towards reading haveimproved positively in the case of making them read works of childrenand young adult literature.The aim of the current study is to reveal perceptions and ideas ofteachers towards children and young adult literature by consideringstudies in literature thereby it would be possible to have an idea aboutteachers having significant effect on making students acquire readingact.Method: In many studies, it is found out that teachers havesignificant effect on making students acquire reading habit anddeveloping students’ reading skills as role models and with theirsuggestions on reading materials. In reference to those findings, it isnecessary to define teachers’ perceptions on children and juvenileliterature. A semi structured interview forms having six open endedquestions are administered to teachers of Turkish, literature, preschooland classroom departments. These branches are taken into considerationbecause it is thought that they are the courses having great effect onmaking students acquire reading habit. Among data analysis methods,“descriptive analysis” is used in the analysis of the data (Yıldırım veŞimşek, 2008: 79). In descriptive analysis, “data are summarized andinterpreted considering previously defined themes”. Direct citations areÖğretmenlerin Çocuk ve Gençlik Edebiyatı Algıları Üzerine Bir İnceleme 919Turkish StudiesInternational Periodical For the Languages, Literature and History of Turkish or TurkicVolume 10/7 Spring 2015practiced frequently, too (Yıldırım ve Şimşek, 2008: 224) and therebysample would be defined in detail (Bloor ve Wood, 2006).Participants: There are 60 teachers in the study. They arerandomly assigned and there are 15 teachers each of Turkish, literature,preschool and classroom departments. The interviews are practiced oneto one. Answers given to the questions are categorized consideringstatements and statements are defined as units. For instance, for thequestion Which features should children and young adult literate workshave?, E14( Literature teacher number 14) answered “it should enable toimprove one’s imagination and have enjoyable theme”. The given answeris separated into two as “it should enable to improve one’s imagination”and “it should have an enjoyable theme”. While performing that, bothstatements and semantic features are taken into consideration and thencategorized. In addition, sentences having same or similar semanticfeatures put together and they are given frequency. Statements utteredby participants are presented in inverted commas and italic form byinforming number of the participant. For example; what children andyoung adult literature concepts mean is asked but O8(Preschool teachernumber 8) answered as “child is an organism in need of affection andothers’ help to provide himself. As for adolescent, they are individualsamong ages 11- 18.” The answer shows that question is notcomprehended by the participant.The current study is carried out in fall term of 2014- 2015 academicyear in Kırşehir province center. While 27 of participants are male, 33 ofparticipants are female. Teachers in the group have experience changingfrom 2 years to 44 years. While preschool teachers are the youngestteacher group, classroom teachers are the ones being older.Conclusion: In this study aiming to determine perceptions ofteachers on children and young adult literature, it is possible to statefollowing results:It is understood that most of the preschool, literature and Turkishteachers think children and young adult literature is “works suitable forchildren and juvenile; and given students by considering their ages”. Onthe other hand, for classroom teachers, children and young adultliterature is works having educational function and they should be usedin passing down national and moral values. Maltepe (2009) has alsofound out in the study that prospective teachers emphasize especiallyconcepts of “realism”, “our own culture”, “instructiveness” in both choiceof themes and characters related to content and educational features ofqualified children books. It is also stated that “children books are