The purpose of this study is to examine the teachers’ attitude regarding the refugee students according to their gender, professional seniority, their situation for being class or other branch teacher, education status, the existence of refugee students in their classes and receiving education related with refugee students. Descriptive and relational survey models were used together in the research. Totally 110 (60 female, 50 male) teachers who are assigned in various stages of the education in a province in Southeastern Anatolia attended into the study which was conducted in 2018-2019 academic year. In the research process, “Refugee Student Attitude Scale” which was developed by Sağlam and Kanbur (2017) was used. In this study, the Cronbach Alpha coefficient which is determined for the entire scale is; .89. For the analysis of the data, descriptive statistic (frequency, percentage and average), Mann Whitney U test and Kruskal Wallis H tests were used. For the comparison of data, significance level was accepted as; .05. When the findings of the study are examined; it is hereby seen that; the attitudes of the teachers towards the refugee students are generally at “I attend” level. However, independent findings of the study hereby revealed that; significant variations occurred in favor of the class teachers in competence sub-dimension according to professional seniority variable, in the communication sub-dimension according to the variable of existence of refugee students in their classes and according to variable of being a class or other branch teacher.