Description: In an effort to upgrade and modernize the Turkish educational system for both internal economic and social development and in response to the potential for Turkish accession into the European Union, a comprehensive reform of the education sector was attempted, funded in large measure from loans from international agencies such as the World Bank. This paper examines the effectiveness of recent effort in teacher education reform in Turkey, specifically efforts to restructure academic programs in faculties of education across the nation. It evaluates factors that are drawn from the literature in an effort to differentiate the bases of attitude differences in the Turkish teacher education community, utilizing both quantitative and qualitative data analytic formats. It also discusses educational reform efforts in the Turkish educational system with specific reference to Turkey's EU aspirations. Further, it examines the theoretical implications for the modernization of teacher education in an institutional context. Finally, it addresses issues that should be considered for other nations with similar developmental goals. Methodology: In 2003-2004, a major study of the effects of the reforms of Turkish teacher education was conducted under the sponsorship of the Fulbright Commission for Educational Exchange Between the United States and Turkey, one portion of which included an evaluation of the restructuring effort from the perspectives of Turkish teacher education faculty. These data will provide the foundation of this paper, examining the effectiveness of the restructuring program from the point-of-view of those who have been charged with implementing it across the nation. Both qualitative and quantitative data will be utilized to assess the research question. Conclusions: 1. Attitudes toward the efficacy of restructuring are a function of proximity to the decision-making process. 2. Knowledge about the restructuring criteria influences attitudes toward its perceived value. 3. Structural factors (i.e., teacher educator age, rank, position, etc.) are of limited predictive value, in contrast to some arguments found in the literature.