The development of children's speech is a complex process influenced by many factors that can be addressed from an early age. The child's family plays a crucial role in their development. Stuttering is one of the most common speech disorders in children, affecting an increasing number of them. It is known to occur in childhood due to the intensive language development during that period. Early detection of symptoms and timely intervention by a professional can greatly assist in the child's proper speech and language development. It is difficult to find someone who does not know what stuttering is or has never encountered a person who stutters. It is prevalent worldwide and is a disorder of speech fluency, tempo, and rhythm, manifesting as muscle contractions of speech organs, vocal cords, diaphragm, and sometimes the face and body. Media, which have become an integral part of everyday life, increasingly influence the speech and language development of children. Stuttering can be categorized into physiological, primary, secondary, and acute stuttering, as well as psychogenic and neurogenic stuttering in later life. The aim of this thesis is to investigate whether preschool teachers have had a child who stutters in their group, whether they have attended training related to fluent speech, and how often they collaborate with a speech therapist as a member of the professional team at work. Despite the sadness of the situation, we must consider that preschool teachers spend the majority of their time with children and can provide valuable assistance, but they are not adequately educated for it.