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As The Convention on the Rights of the Child declares, all children are entitled to the right to be educated by taking into consideration the gender equality. So as to adapt these rights to educational process and school environment, Child Friendly School (CFS) studies were started with the cooperation of Ministry of Education and UNICEF in 2003-2004 academic year. CFS provides an educational environment with trained teachers, adequate resources and appropriate physical, emotional and social conditions for learning; senses about safe, health and gender of children and pays attention to democratic participation. The main condition for actualizing these arrangements is the awareness of the school workers about CFS and cooperation with educational stakeholders. In this study, for determining the opinions and the awareness of the teachers about CFS's characteristics, phenomenology design was used. In first phase of the study, face-to-face interview data were collected from 8 administrators and 17 teachers. In second phase of the study, a form with two open-ended questions was filled online by 62 teachers. As a result of the content analysis of the data obtained from interviews and written forms, characteristics of childfriendly schools were collected under the themes of inclusiveness, effectiveness, a healthy, safe, and protective learning environment and democratic participation. While most teachers stated that their schools do not have child-friendly features, a large part of them said that their schools are partly child-friendly, and few teachers stated that their schools have child-friendly characteristics. [ABSTRACT FROM AUTHOR]