Along with the changes and developments in the world, changes have occurred in the perspective of education and education is no longer considered as non-productive consumption expenditures of the economy, but rather as a basic investment expenditure that contributes to economic development (Çetintaş ve Başel, 1999). It can be said that especially the demand for manpower determines the educational supply of employment and the fact that education constitutes the nature of employment necessitates the establishment of a continuous and mutual relationship between education and employment (İşler, 2006). An important concept arising from this relationship is the concept of vocational and technical education. Because vocational and technical education is expressed as research, development and planning of educational practices in order to train qualified manpower to be employed in cooperation with all sectors existing in the society to the extent allowed by each country's own economic, social and cultural conditions within the structure of national education and within a system (Ekşioğlu, 2013). Today's internship training can be conceptualized as dual system based on the mutual cooperation relationship between enterprises and schools, where practical vocational trainings are completed in the workplaces and theoretical trainings are given in schools (İşler, 2006). Practical trainings ,held under the supervision of master trainers in the workplace organized within the scope of internship training are usually coordinated and supervised by teachers working in vocational and technical education institutions. What distinguishes technical teachers from other branch teachers and makes them the most important part of vocational and technical education is their responsibility in this regard. Within the framework of these responsibilities, it is thought that technical teachers have a say in vocational education. The aim of the research is to examine the opinions of technical teachers working in vocational and technical education institutions about vocational education and problems encountered in vocational education. Semi-structured interview method was used in the study. Semi-structured interviews, mostly open-ended questions, allow the participant to explain the perceived world with his / her own thoughts (Merriam, 2013). Semi-structured interview form was prepared by the researchers for the purpose of the study by examining the relevant literature. The interview form consisting of five openended questions was examined by two experts. Interview forms were applied to two technical teachers who were not included in the research group. In this context, necessary arrangements were made on the questions and the interview form was finalized. The data were collected through interviews with 48 technical teachers working in vocational and technical education institutions in Sakarya selected by using maximum diversity sampling from purposive sampling method. Interviews were conducted by the researcher in the time periods determined by the teachers in the schools where the technical teachers worked. The data obtained from the interviewers were analyzed by descriptive analysis method. In descriptive analysis, the data is organized according to research questions and predetermined themes or presented within the framework of questions or dimensions used in the interview (Yıldırım ve Şimşek, 2013). In this research, the data are themed within the framework of interview questions and read and arranged according to this thematic framework. In the analysis of the data, the data was read independently by two researchers and codes were written according to the determined frame. The codes expressed by the researchers were re-read together and the codes were finalized by consensus. Direct quotations are often included to reflect teachers' views. According to the results of the study, it was stated by the majority of technical teachers that vocational technical high school students do not have professional qualifications when they graduate. According to teachers, the reason for this situation is that vocational education is incompatible with practical education or lags behind current technology. Most of the teachers stated that students had difficulty in adapting to the work place they did internship training. The teachers emphasized the reasons why students are not used to the pace of work and that they have little interest in the sector.According to another result of the research, most teachers stated that they had problems related to internship training. It has been stated that these problems mostly arise from the enterprises and the individual characteristics of the students.