When we take a look at the issue from the cognitive side, the preliminary information learned earlier affect learning positively or negatively during foreign language learning. The positive effects of preliminary information result in language transfer, while the negative effects result in interference. Consequences such as changes in the narrative, negativity, communication disorder, semantic shift and delay in the learning process due to deviations from the norm in interference. While the similarities between the phonetic, grammatical, lexical and orthographical aspects in the mother language and the target language facilitate and speed up learning the target language, the differences in these areas may cause difficulties in language learning. In this study, "interference", which can be defined as the confusing of languages or language interference, caused by the contact of two languages, will be explained and the inference errors made by university students depending on their native language whose native language is Turkish and are learning Russian as a foreign language during the stages of learning Russian will be analyzed. The body of our study consists of 1st and 2nd grade students of Gazi University who are studying Russian in the Faculty of Literature in the department of Russian Language and Literature. The influence of native language has been observed in these students' process of learning Russian in both grammar and translation courses and on the basis of exam papers. The purpose of the study is to determine and classify the syntactic, lexicological and phonemical interference errors through examples and to try to present alternatives, which will minimize language interference. Thus, a more efficient and productive learning in foreign language teaching will be in question.