Purpose and Significance: The purpose of the present study is to reveal coordinators’ views about Erasmus Programme at Ankara University. Coordinators’ views on benefits and difficulties of the programme and their suggestions to possible solutions were collected. Method: In this study, the qualitative research design with case study was used. The participants of the study were 10 Erasmus coordinators working at different faculties of Ankara University. The study group consisted of seven female and three male coordinators. A structured interview form was sent by e-mail. The document analysis method was used to analyse data. Result: Positive effects of Erasmus programme were listed as cultural integration, getting rid of prejudgments, experiencing different teaching methods for incoming students and gaining global views, getting individual experiences and having language practices for outgoing students. Positive effects of the programme on teaching staff were listed as improving colleague interaction, observing differences and having language practices. As for institution and undergraduate programmes, Erasmus programme have positive impact on recognition, contribution on improvement and enrichment, internationalization, institutional contact and the improvement of the quality. Difficulties in implementing Erasmus programme were listed as limited English courses for incoming students, language barriers, cultural differences and accommodation problems. The problems of outgoing students were language barriers, acceptance of courses, bureaucratic procedures and communication problems. Reluctance and workload, insufficiency of mobility time and limited quota were listed as problems faced by the teaching staff. When the difficulties of Erasmus programme for institution and undergraduate programmes were investigated, reluctance and insufficiency of the instructors, insufficient grant, limited number of English courses and structure of the undergraduate programme were stressed by the participating coordinators. Providing language support, revising student selection procedures, encouraging students, stressing the importance of Erasmus exchange programme, matching courses better, improving collaboration, making coordinators devoted, encouraging participation, supporting coordinators, changing structure of undergraduate programmes and improving the number of bilateral agreements were suggested by the coordinators in order to improve the effectiveness of the programme. Discussion and Conclusion: According to coordinators Erasmus programme help students to improve their language skills to gain global view and personal experiences and to introduce Turkish culture. Similarly, studies of Jacobone and Moro (2015) and Yücelsin-Taş (2013) stressed the positive effects of programme on students with improved self-efficacy, communication skills and better understanding of European Citizenship. For teaching staff, the programme was found effective in terms of collaborating with colleagues, observing different environments and improve their language skills. Similarly, Kasalak (2013) stressed the positive effects of Erasmus programme for teaching staff as having collaboration with EU countries, improving language skills, having chance to make projects with colleagues from abroad and observing their studies