This study focuses on the utilization of alphabet books and the perceptions of teachers in early childhood institutions. This study was conducted on 250 teachers who were working at early childhood institutions. Firstly, this study investigated the utilization of alphabet books in early childhood education institutes. Specifically, the majority of institutions of early childhood education do not possess diverse alphabet books and less than 50% teachers do not implement these materials. The results also showed that teachers use alphabet books to fulfill the children’s interests in alphabets. Secondly, this study investigated the teachers’s perception on alphabet books. Specifically The majority of teachers think that reading alphabet books is a necessary part of early childhood education institutions and such readings positively affect children’s cognitive, language and emotional development. The majority of teachers have difficulties in alphabet book teaching due to the lack of books in their institutions, and they think early childhood institutions should have a variety of these alphabet books.