This study aims to determine the views of preschool teachers to ensure social justice by increasing the lifelong learning competencies of refugee students and their parents by using a case study design from qualitative research methods. The study group of the research consists of 30 preschool teachers working in Spain, Lithuania, Sloveniaand Turkey, who were selected through purposive sampling method. In the study, a structured interview form developed by the researchers was used and the data obtained were analyzed through descriptive and content analysis. The data were analyzed using the MAXQDA 2020 program. Based on the views of preschool teachers, the study revealed that the most important problem faced by refugee students and their parents are language barriers and cultural adaptation. This view is followed by trauma caused by displacement. According to the teachers, understanding cultural differences, empowerment, encouraging and supporting social participation, and providing equal educational opportunities to students can be effective in preventing social discrimination and inequality. As a result of the research, it is recommended that schools provide cultural sensitivity training for educators to help refugee students better understand their backgrounds and experiences, and expand bilingual education resources by implementing intensive language learning programs that focus on rapid language acquisition for refugee students.