The purpose of this research is to evaluate the citizenship education in Turkey according to the viewpoints of the teachers who have an important role in citizenship education. Qualitative research methodology is based on the content of the research in this research. The study method was arranged according to the pattern of phenomenology (phenomenology). Maximum diversity and criterion sampling methods are used for purposeful sampling methods. The maximum diversity method is used because different branch teachers are participating. On the other hand, criterion sampling was used because of the preference of the branch teachers belonging to the social areas in determining the participants. The sample of the research consists of teachers working in a private school in Sakarya province. A semi-structured interview form was applied to the participant composed of 10 teachers. These 10 participants in secondary school and high school made a total of 250 minutes of interviews on January 27, 2017. These interviews were recorded using the recorder and transferred to the Microsoft Word program. The data from interviews were subject to descriptive analysis. Teachers in the survey found that their current citizenship education and their own citizenship education were inadequate in terms of content and practice. Teachers have defined their role in citizenship education as a role model in the cultural and moral direction. They point out that family, environment and public institutions contribute to citizenship education outside the school. They emphasized that inadequate practice is one of the most important problems of citizenship education