The aim of this research is to examine the reflections of the primary school second level Turkish lesson teaching program on the application in the context of the program elements based on the opinions of the teachers. Semi-structured interview technique was used for data collection in the study, which was designed in the basic qualitative research design. The interview form consists of five questions and probe questions. The participants of the research consist of fifteen Turkish teachers, and the context of the research is the 2019 Turkish lesson curriculum and the elements of the program. Within the scope of the research, all interviews were conducted face to face and each interview lasted approximately 40-50 minutes. it took. The obtained data were subjected to content analysis using the Maxqda program. A total of 354 codings were made and the inter-coder consistency was calculated as 94%. According to the findings obtained from the research, the opinions of the teachers regarding the achievements of the Turkish lesson curriculum are that the gains are not functional, the number of acquisitions is high, the acquisitions are not clear and understandable, the acquisitions are too general, and the acquisitions are clear and understandable. Participating teachers stated that the content item is not suitable for the level of the student, does not take into account individual differences, does not take into account regional differences, does not serve the aims of the program, and is not in line with the achievements. When the views on the learning-teaching process are examined, the unsuitability in terms of physical facilities, the applicability of the teaching methods and techniques used, the insufficient quality of the texts in the textbooks, the inadequacy of the course duration, the lack of preparation of the material for the interest and needs, the unsuitability for the student, the inadequacy of the material, the uneconomical It is seen that the views that the Education and Information Network (EBA) system is not up-to-date come to the fore. The opinions of the participants about the assessment and evaluation item are that they are not suitable for the process assessment, the quality of the assessment tools, they are not suitable for the examination system, they are suitable for the achievements, the end-theme assessment activities are insufficient, and they are suitable for the examination system.