The purpose of this research is to determine the education philosophies adopted by teachers in terms of different variables. For this purpose, the correlational survey model, was used in the research process. The research data were collected in the first semester of the 2019-2020 academic year by reaching 265 teachers from different departments by using convenience sampling method. ‘Education Belief Scale’ developed by Yılmaz, Altınkurt, and Çokluk (2011) was used to collect data. The collected data were analyzed through descriptive statistics, t-test, and One Way Variance Analysis (ANOVA). According to the results of the research, teachers adopted these education philosophies respectively: Existentialism, Progressivism, Perennialism, Re-Constructionism, and Essentialism. It was determined that, in terms of the variable of gender, male participants only adopted essentialism philosophy more when compared to females. In terms of the variable of the faculty from which the participants graduated, there was no meaningful difference between perennialism, essentialism, progressivism, and existentialism education philosophies. However, it was determined that there was a meaningful difference in re-constructivism education philosophy in favor of the teachers who graduated from education faculty. There were meaningful differences in the adopted education philosophies in terms of the variable of profeeessional seniority. The education level of teachers didn’t affect the education philosophy they adopted. When the variable of specialty was taken into consideration, it was observed that classroom teachers adopted education philosophy more than the others.