Providing quality education services for the asylum seekers and refugees is crucial for a healthy interaction between the host society and the newcomers and ensuring their harmony. As a case study, this qualitative research aims to reveal the current status of the educational activities involving the refugee/asylum-seeker children in Eskişehir, and to make an overall evaluation. Eskişehir, a city of nearly 10.000 conditional refugees and 3500 Syrians was selected as the site of this study. The research data were collected through semi-structured interviews with a total of 30 participants representing the education stakeholders (practitioners, NGOs, and refugee families). The interviews sought answers to the questions regarding what was being done for the education of the refugees and Syrians in Eskişehir, to what extent the current practices were perceived as sufficient, and what else needed be done for their education. The findings reveal that, while there have been positive developments in the access to education, some shortcomings have been identified in the quality of the educational services, teacher competencies in refugee education, interorganizational cooperation, and provision of appropriate curriculum and instructional equipment. The results underscore the need for ensuring the participation of the asylum-seekers/refugees in the process of planning and implementing educational activities, and having a rights-based approach in curriculum design.