The purpose of this research is to explore the problems and solutions that the first-class teachers experienced during the first-reading training course in the immediate remote education model implemented during the Covid-19 outbreak. Participants of this study consist of 111 first-class teachers, currently serving in class-teaching in the fall of 2020-2021, agreeing to voluntarily fill the created online form, serving in seven geographical regions of Turkey. The qualitative research model was used in the research and the questionnaire form was used as a data collection tool. In the research, data have been examined by content analysis using the MAXQDA programme. According to the findings of the research, the existence of parents, internet sources, technological tools, EBA, school administration, assisted books, digital content, community teachers, social media, guided students, foreign language and families helped their first-class teachers. Other reasons, such as internet connection problems, lack of internet equipment, lack of technological tools, indifferent parents, socio-economic situations and lack of adequate interaction with the learner have been identified as situations that have challenged first-class teachers in this process. Furthermore, the analysis of the responses given by the teachers concluded that the voice-based sentence method they used with an urgent remote training model found that they were very difficult to create words from syllables.