Earthquakes are one of the natural disasters that cause the greatest damage and loss of life worldwide. In addition to causing loss of life and property, earthquakes can also have psychological effects on those who experience them. By identifying differences in the pre-, during-, and post-earthquake thinking of earthquake survivors, we can help them become more aware of and prepared for earthquakes. The purpose of this study is to examine the views of classroom teachers who experienced the February 6th earthquake in Gaziantep province regarding the earthquake. A phenomenological design, a qualitative research approach, was used in the study. The study group consisted of 26 classroom teachers working in the Gaziantep city center during the 2024-25 academic year. Easily accessible and criterion sampling methods were used in the study. A semi-structured interview form consisting of 12 questions was used as the data collection tool. Descriptive and content analysis methods were used in the analysis of the obtained data.The findings revealed that more than half of the classroom teachers were unaware that their region was an earthquake zone. Consequently, most were caught unprepared for the earthquake and failed to develop earthquake awareness before the earthquake. Even if they were aware of earthquakes, they were unable to apply what they knew during the earthquake due to fear, panic, etc. After the earthquake, participants stated that they questioned their earthquake knowledge and realized they were not sufficiently aware of earthquakes.