Purpose: This study has been planned to evaluate the sensory integration in children who stuttered. Materials and methods: Subjects of the study were 40 children who stuttered between the ages of 5 to 12 years (20 preschool and 20 school-age) and 40 children who did not complain of any speech disorder (20 preschool and 20 school-age). In this study, for the purpose of evaluating sensory integration, children were administered subtests of Ayres South California Test (position in space, figure-ground perception, posture imitation, manual form perception). Children Depression Inventory was used for the evaluation of depression levels of school-age children. Results: With respect to the data obtained, no statistically significant difference between school age stuttering group and school age control group and also no statistically significant difference between preschool age stuttering group and preschool age control group in terms of figure - ground perception, position in space, posture imitation, manual form perception was found (p>0.05). There was a positive correlation between the number of syllable repetition and the score of position in space (r=0.493, p<0.05) and negative correlation was found between the number of expression repetition and the success of posture imitation in preschool age children (r=-0.493, p<0.05). Conclusion: The language and speech problems that accompany stuttering, negative environmental factors and determination of other parameters of sensory integration have been identified as contributive factors to the therapist while preparing the therapy programme. The necessity of increasing the efficiency of therapy within the therapeutic approach by conducting a thorough assessment process in order to shorten the therapy process and particularly identifying the stuttering findings in detail has been emphasized.