The aim of this study is to examine the experiences of international students in the process of learning Turkish in the context of listening and reading skills. The study group of the research, designed with the phenomenology design, one of the qualitative research approaches, consists of 20 international students studying in the 4th grade of the Faculty of Education selected with the criterion sample. The data was collected with the semi-structured interview form developed by the researcher and analyzed with the content analysis method. As a result of the research, the international students stated that they experienced communication problems during the listening process due to reasons such as the language being spoken fast and in different dialects, not being able to understand what is being said, and not being able to focus. They tried to find solutions to the problems they experienced by doing some entertainment-oriented listening exercises such as watching movies and TV series, listening to music, and watching slowed-down videos. They stated that doing listening-comprehension activities, having instructors speak slower, chatting with Turkish friends, and communicating with people speaking in different dialects could be solutions to the problems experienced. The students stated that in the process of acquiring reading skill, they had difficulty in reading vowels in terms of pronunciation, and that they had difficulty in understanding complex, long, and agglutinative words whose meanings they did not know; They stated that they read slowly in terms of reading speed and that they had concentration problems in terms of psychology. The participants stated that the most important solution to overcome the problems they experienced in the process of acquiring reading skills was to read a lot of books. They also stated that reading simple texts, reading aloud and fast, and doing vocabulary studies could also be solutions to the problems experienced.