Teaching is a profession requiring expertise. Adequacy of the teaching profession, includes the knowledge, skills and attitudes essential for this profession to be carried out effectively and efficiently. This study was aimed at determining the professional adequacy of teachers of religious culture and morals from the point of their own views. It is not possible to reveal all about the teachers’ professional knowledge, skills and attitude performance within the limits of an article. So we examined the adequacy of teachers of religious culture and morals in a few studies. We reviewed the adequacy of teaching-learning process of the teachers of Religious Culture and Morals in another study, which we have pointed out in “Bibliography”. In this article we dealt with the adequacy of teachers of Religious Culture and Morals in terms of their personal and professional values, professional development, getting to know students, student-teacher relations and school, family, community relations. In order to collect data from this survey, a scale-based questionnaire, face-toface negotiation and observation were conducted. To develop the scale-based survey , it was made use of similar scientific research about adequacy and performance of teachers done by General Directorate of Teacher Training and Education of the Turkish Ministry of National Education , which is shown in the “bibliography” of this article. It was also studied if the adequacy of the teachers working in primary or secondary schools as religious culture and morals teachers differs in relation to their levels of adequacy, genders, teaching experience, places of work, branches and graduated faculties. This research is based on a study on Religious Culture and Morals teachers working in primary or secondary schools in the 2008-2009 school year in Turkey. The subjects were 326 teachers of religious culture and morals who are working in 10 different cities (Giresun, Ordu, Samsun, Mersin, İstanbul, Kocaeli, Nevşehir, Kırşehir, Gümüşhane and Bayburt) in various regions of Turkey in primary and secondary education. 250 of them are in primary schools and 76 are in secondary schools. In the analysis of the data, the factor analysis of the SPSS technique , T-test, Chi Square test, Mann-Whitney U test and Kruskal-Wallis test were used. At the end of this survey it was discovered, despite the fact that the teachers were good in terms of individual personalities, such as love of profession, tolerance, patience, encouragement and trust, that they did not live up to expectations such as pursuit of professional innovations, being open to changing, self-development, out-of-school social relations and taking responsibility in activities. For example, a large number of the teachers have not reviewed the new instructional programs of Religious Culture and Morals course which they are responsible to implement and apply mostly. The percentage of the teachers who have reviewed these programs carefully is very low. Also most of the teachers have not understood sufficiently the philosophy, content, basic approaches to the new Religious Culture and Morals Instructional Programs, new methods and techniques, equipment and materials, effectiveness, measurement and evaluation techniques, communication techniques related to the programs. Therefore, in practice, some difficulties were experienced.