This research has been carried out in accordance with theopinions of Turkish language teachers in order to evaluate the grammareducation in the secondary school and to draw attention to thecontradictory situations encountered, dwelling on the necessity of theusage of grammar data in grammar education. In accordance with thepurpose of the research, the answers to the questions below have beensearched. 1. Is grammar education necessary according to the Turkishteachers? Why?2. Do Turkish teachers explain the students why they shouldlearn the subjects stated in the grammar attainments? Why?3. Do Turkish teachers use the spiral approach in teachinggrammar? Why?4. Regarding the grammar activities in the Turkish textbooks,a. Do Turkish teachers think that the activities are sufficient torealize grammar attainments? Why?b. Do Turkish teachers carry out the grammar activities? Why?c. Do Turkish teachers think that the grammar subjects arecorrectly graded according to the grade levels? Why?5. According to the Turkish teachers, are the studentsenthusiastic about learning grammar? Why?In this qualitative research, case study from the qualitativeresearch patterns has been used. The data of the research have beencollected with the open ended questionnaire method. The semistructuredinterview form has been applied to the Turkish teachers inorder to reveal their opinions about the grammar education of the 5th,6th, 7th and 8th grade students. The interview form has been preparedby the researcher and the content validity consists of questionsprovided by two academicians and three Turkish teachers. The studygroup of the research has been formed according to the maximumvariation sampling method among the purposive sampling methods.Revealing various aspects of the problem has been attempted dependingon the sample variety in the study. The study group of the researchconsists of 17 Turkish teachers working in schools with differentsocioeconomic levels in the central districts of Erzurum, Bursa and Rizeduring the 2014 – 2015 school year.In the analysis of the research data, “categorical analysis”, a typeof content analysis method has been used. In the analysis stage, alldata have been read and the general ideas stated by the participantshave been viewed. Later on, the research has passed to the data codingstage. In the coding stage, the data have been divided into categoriesand organized. The frequency and the percentage value of thecategorized elements have been determined. In order to validate theresearch, the coding and the categorization have been checked by anacademician specialized in this field. Also, the opinions of the teacherswho had participated in this study have been quoted in the text.According to the findings of the study, the majority of the Turkishteachers state that grammar education is necessary. They believe, aboveall, that the grammar education is essential for the students in order todevelop the skill of using the language masterfully in compliance withthe rules of the language, to express themselves sufficiently, and tocomprehend the structure and functionality of the language.According to the findings regarding the explanation of the reasonbehind teaching the grammar subjects to the students, it is seen thatmost of the teachers provide one. The teachers have stated that theyexplain it to the students in order to “draw the attention and interest ofthe students”. Other reasons stated by the teachers are the contribution of grammar knowledge in the learning process, the necessity ofrecognition of the relationship between the grammar subjects, thefunctionality of language in the communication process, reinforcing thecuriosity of the students, the opportunity of getting to know life betterby knowing their own language, the necessity of grammar knowledge oftheir native language, and concretizing the grammar subject.It is seen that the grammar education is not being carried out in asupportive manner to other fields of skill as stated in the program. It isseen that most of the teachers spare a separate hour for the grammarsubject in order to teach it better. Although the program emphasizesthat the grammar education should be realized using the spiralapproach, the lack of such activities in the teacher guidance books andthe concern to prepare the 8th grade students to the central examscould be considered as the reason behind the grammar educationthrough separate activities carried out within a separate hour. 29% ofthe teachers stated that grammar shouldn’t be separated from otherfields and the students shouldn’t be overwhelmed, indicating that theypractically realize the grammar education within other learning fields asthe occasion arises. Meanwhile, 24% of the teachers stated that theyboth teach grammar within other fields of skill and spare a separatehour for the grammar on the grounds of making sure that the subject ofgrammar is learned better and preparing the students for the exams.The findings of the study show that 82% of the Turkish teachersbelieve that the grammar activities are insufficient in realizing grammarattainments. According to the teachers, the textbooks contain a limitednumber of activities, which are not distributed in a well-balanced wayin terms of grade levels, are below the students’ level, are not wary ofindividual differences, are unable to draw the student’s attention, areaimed at memorizing and searching for rules, are boring and preparedimprecisely.82% of the Turkish teachers in the study carry out the grammaractivities in the textbooks. The teachers have stated that they realizethese activities because they reinforce the subject and help the studentslearn the subject better. The statement of one teacher, expressing thathe carries out the activities just for the sake of formality can beclass