The aim of this study is to investigate views of pre-school teachers about the effects of tales on child development. The study was carried out in second semester of 2008-2009 academic year with 14 pre-school teachers who work in Trabzon. This study is designed in qualitative research approach in which case study method has been used. "Constant comparative method" that is very common in qualitative research tradition, has been used in the process of data analysis. Results of the study reveal that pre-school teachers describe tales in different ways. In other words there is no common description of tales by teachers. There are similarities in the views of teachers in terms of reasons of telling stories and styles of telling stories in the classroom. It is revealed that children affected by various characteristics of the tales and gender are an effective factor in this. It is also reported that tales are crucial in child development and telling appropriate tales to children by their parents is beneficial for children.