This study, which includes the importance of extracurricular learning environments in teaching Turkish as a foreign language, their equivalents in the world literature, and application examples for arranging these environments in foreign language teaching, was planned as a literature review. In the research, domestic and foreign sources that constitute the infrastructure of the master's thesis prepared by Yavuz in 2015 have been compiled in a way that will be available to academicians and teachers working on teaching Turkish as a foreign language. For this, first of all, theses, articles, books and papers published in the country and abroad were scanned. In the literature review process, it has been observed that there are not enough theoretical and practical studies on extracurricular learning environments in teaching Turkish as a foreign language. In order to contribute to the literature, the experiences of 98 learners in the study group of the thesis in the extracurricular learning environments they used during the 2013-2014 academic year were used. The extracurricular language learning environment and experiences used by these people who learn Turkish as a foreign language were determined by using the interview method, one of the qualitative research methods, by considering the variables of geography, education and gender. In addition, the extracurricular language learning experiences of the learners were grouped by considering their speaking, listening, reading and writing skills.