The aim of the study is to analyze the studies on the transfers in teaching Turkish as a foreign language. The document analysis method was used in the study, and the collected data were evaluated with the content analysis. The studies on the transfers in teaching Turkish as a foreign language (TTAFL) were examined in terms of type, year, learning fields, language level, distribution by country and how the transfers are discussed. It is found that 61.8% (f=81) of the scientific studies on the transfers in TTAFL are articles, 30.5% (f=40) are master’s theses, 6.1 (f=8) are doctoral theses, and 1.5% (f=2) are academic papers. It is observed that the first study on this subject was conducted in 1998, the maximum number of studies (f=25) was carried out in 2019, and there has been a meaningful rising tendency in the studies on this subject since 2007. The maximum number of studies by country (f=29) was carried out on Syrians, followed by Afghan, Palestinian, Kazakh, Iraqi, and Bosnian students intensively. 95 studies were identified in writing, 35 in speaking, 18 in reading, 11 in listening, and 7 in grammar by learning fields. 6 articles, 2 master’s theses and a doctoral thesis, totally 9 studies, where the transfers were presented under different headings, were identified; and there is not any classification in 122 studies.