The main principle in language teaching is to plan to whom, when, in which level, why and how to learn the language. In this projection, the main target is student. One factor that affects the process of upskill of speaking, listening, writing and reading skills to student is similiriaties and differences between the main and target dialects of student. Relationships among dialects and languages impress the people talking these languages to learn another languages and dialects. Turkish Language divided into 21 different dialects (written languages) from 19th century because of immigration, conquest policy, invasion, exile and various political reasons. After the disintegration of the Soviet Union, Turkish people alienated to each other nearly in a hundred years time started to get closer and the needs of cognates come to Turkey because of various reasons brought out the problem of teaching Turkey Turkish to people belong to various Turkic tribes. Contemporary Turkish Dialects are divided into " South-West (Oghuz)", "South-East (Karluk)" "Nort-West (Kipczak)" and "North-East (Siberia)" groups in terms of directions. Dialects belonging to each group have high levels of intelligibility. This level is so high for Turkish (Turkey) and Azerbaijani dialects in South-West (Oghuz) group. The most important factor that makes difficult to teach Turkish to Azerbaijani Turks is similarities of these two dialects. This difficulty results from the similarities of "codes" using during the process of communication and the transfer of some features of phonetics, morphology and syntax to the target dialect and it leads to students try to communicate by using mixed dialects. Although the mistakes seen in speaking, listening, reading and writing, communication actualizes substantially and it makes difficult to detect and correct these mistakes. In this study, the mistakes, while using Turkish, made by Azerbaijani students attended Turkish courses in Baku Yunus Emre Institute and study in Turchology Department of Baku State University were detected and examined.Based on this examination, in order to teach Turkey Turkish to Azerbaijani Turks more efficiently, some proposals about programme, course material and method were submitted.