Abstract: Teaching Turkish language in Algeria has its own potential problems due to the lack of authentic language input. Algeria is a foreign language context. This hinders learners in their mastering Turkish language in a short time (6 months). Moreover, other problems caused by poor instructional planning contribute to this process negatively. With these potential hindrances, the present study aims to seek what other challenges incapacitate intensive courses teaching/learning of Turkish conducted with 80 students between 23 and 65 years old. Data were collected using a semi-structured interview. Results show that poor institutional planning is the main cause of challenges experienced by Turkish native teachers. Besides this, instructional and socio-cultural/economic problems are the other challenges for teaching Turkish.Therefore, utilization of visual and audial tools is effective in concretizing the learning process .Efforts to adapt some tools, which are developed by the technology of our day, to class environment has become of greater importance. At the same time, the increase in the number of approaches to develop students’ skill of communication and cross-cultural interaction is an indicator of the fact that audial and written tools are essential for foreign language teaching. Utilization of visual and audial tools is effective in concretizing the learning process.