In this study, it is aimed to investigate the effect of using Turkish legends in teaching Turkish as a foreign language on reading and writing skills. In addition, the opinions of the experimental group students about the Turkish legends practices were examined. Explanatory design of the mixed research method was used. The study was carried out with 100 C1-level students who are learning Turkish as a foreign language. Experimental and control groups were used in the quantitative process. In the experimental groups pretest and posttest were used and lessons were taught with activities prepared with Turkish legends for five weeks. In the qualitative process, semi-structured interviews were conducted with 12 students. The data were analyzed through content analysis. It was determined that there was a significant difference (p<0.05) in favor of the experimental group in terms of academic achievement. In the qualitative findings, it has been determined that the Turkish legends activities are different, interesting, entertaining, useful, instructive and reflect the cultural and historical realities of the Turkish society. It has been suggested to use Turkish legends as a unique and entertaining course material in terms of reading and writing skills, to plan legend-based lesson activities and to include such activities frequently in lessons.