As from the academic year 2013-2014, TEOG system and accordingly the means of conducting centralized exams were modified. We are facing the challenge of investigating whether the modifications made in testing systems have achieved the intended aim or not (Doğan and Sevindik, 2011). Therefore, given the fact that teachers are one of the most important components of the education system, it is necessary to explore their ideas on the effects of this exam on the learningteaching process. In this context, it is worth noting that there are only a few studies on identifying teachers" thoughts on TEOG exam in the literature (Çelikel and Güne?, 2014; Kahraman, 2014). The aim of this study was to assess the Examination for Transition from Primary Education to Secondary Education (TEOG) and its reflections on the learning-teaching process from the perspective of science teachers. Based on this aim, answers were sought to the following research questions: 1. What do science teachers think about TEOG exam? 2. What do science teachers think about the use of success grade at school along with TEOG exam? 3. What do science teachers think about the effects of TEOG exam on preparing written exam questions, grading student performance and projects? 4. What do science teachers think about the effects of TEOG exam on how they teach? Case study method was utilized to better establish science teachers" thoughts on the effects of TEOG exam on learning-teaching process and analyze the problems in detail. Case study was defined by Meriam (1988) as analyzing a sample, phenomenon or social unit in an intensive and holistic manner. The study was conducted with a total of 15 science teachers, including 7 females and 8 males, from 5 different secondary schools in Erzurum city center who teach Science and Technology course to 8th graders. Semi-structured interview form was used as the means of data collection. Qualitative data analysis process is a general process encompassing preparation and organization of data, coding of organized data, reduction of codes to themes by bringing them together and presentation of the results in the form of figures, tables or a discussion (Creswell, 2013). General qualitative data analysis process was followed to analyze the data. First, the first and second authors independently coded three interview transcripts in accordance with the aim of the study. Second, two authors came together and studied interview sections they had coded and code names they designated for these sections. During the examination process, the researchers exchanged their ideas about the codes about which they reached a consensus or experienced dissent. Third, both researchers independently coded four more interview data and came back together again to finalize the codes by comparing their codes. Then, they completed coding and theme forming process by reviewing data from other interviews and consulting experts. Kahraman (2014) suggests that it is not possible to have an exam-free system under the current conditions in Turkey, and there will also be anxiety and stress in a place where an exam is present. In a study by Zayimoğlu-Öztürk and Aksoy (2014) conducted to investigate student opinion on TEOG system, students were found to see the presence of exams as a cause of stress. In this study, it was identified that almost all of the science teachers think that TEOG exam reduced students" stress ascompared to SBS (placement test). Considering the studies which revealed that SBS caused stress, concern and anxiety in students (Argon and Soysal, 2012; Gündoğdu Kızılta? and Çimen, 2010; Karadeniz, Er and Tangülü, 2014), science teachers can be said to have a positive opinion that TEOG exam reduced students" stress. A majority of science teachers expressed their positive opinions that the questions in TEOG exam are more in line with the curriculum. This finding is supported by the conclusion of Ayvacı, Bülbül and Çepni (2014)"s study that the textbooks contain in-class activities about almost all of the questions in 1 st and 2nd semester Science and Technology exams of TEOG exam in the academic year 2013-2014. These results demonstrate that the problem experienced about the questions from extracurricular subjects in OKS (selection and placement exam for secondary education institutions) and earlier centralized examinations was mitigated by SBS, and significant improvements were made in eliminating this problem by TEOG examination. However, approximately half of the teachers stated that the questions were not uniformly distributed according to learning outcomes. This finding is consistent with the results of previous studies by Ayvacı et al., (2014), Ka?ıkçı, Değirmenci and Bolat (2014) and Ka?ıkçı, Bolat, Değirmenci and Karamustafaoğlu (2015). Another positive thought expressed by the majority of science teachers was that TEOG exam is performed in the form of a 40-minute sessions for each course twice a year. Making this exam twice a year provides parents and teachers with the opportunity to evaluate the score achieved in the first quiz, while making this exam in the form of a 40-minute quiz is seen as a useful practice in terms of allocating equal periods of time to each course and allowing students to have a break. On the other hand, some teachers expressed several negative thoughts about the conduct of exam, including that students may cheat since they take the exam in the same class with their friends and success by chance is increased by the fact that wrong answers won"t cause deletion of correct answers. In Kahraman (2014)"s study on teachers" thoughts about the effects of the conduct of TEOG exam, similar results were obtained on failure to ensure test security. Another important result of this study was that a significant proportion of science teachers think that the questions do not adequately di