In this research, it is aimed to investigate in depth the thoughts and practices of primary teachers regarding the practice of dialogical teaching. This research is designed as a phenomenological. Within the scope of the study, the researcher examined the conditions under which the experiences of dialogic teaching in the learning-teaching process are realised, focusing on the phenomenon of dialogical teaching. Research data are gathered through interviews and observations. 11 primary teachers participated in the interviews as well as with the observations in the classroom of four teachers. In the analysis of the interview data, Moustakas data analysis technique is used. The findings of the interviews show that teachers care about interaction and try to regulate the learning environment accordingly. On the contrary, the findings obtained from the observations do not support the interviews. It is observed that the learning environment is monologue rather than dialogic.