In recent years, Turkish has become a language of great importance among international languages (due to economic, military, political, educational, etc). Learners who want to learn Turkish in Türkiye or in their own country for different reasons generally receive "general Turkish" education in language teaching centers. However, since this situation does not adequately meet the different language learning needs of different target groups, it is thought that Turkish education should be given to the mentioned groups for specific purposes. Therefore, in this study, it is aimed to offer a suggestion that the mentioned education, teaching of professional Turkish which is accepted as a sub-branch of Turkish teaching for special purposes, should be started from the B1 level, not after the C1 or the C2 level. This study was patterned with a survey model. The data of the study was obtained by the document analysis technique, one of the qualitative research methods. In the study, primarily, descriptors of the professional field and language in the Common European Framework of Reference (CEFR) were determined, and then new descriptors that could be gained in the aforementioned field were determined based on the characteristics of the professional language. Identified descriptors were added to the tables and evaluations were made by associating them with professional Turkish teaching as a foreign language. In light of the evaluations, it has been concluded that professional Turkish teaching as a foreign language can be started at the B1 level.