In Turkey, there are two separate systems in schools, full-time and dual education. While dual education and full-time education models in our education system continue to be one of the most current issues that all educational institutions, especially the Ministry of Education, are working on; there are differences in different parts of the country, in different provinces and districts depending on physical conditions and opportunities. In some schools, full-time education is carried out, while in some schools, dual education is implemented due to lack of infrastructure. The aim of this study is to evaluate full-day education practice according to the opinions of teachers and school administrators. The discussions on switching back to double-shift education that emerged due to the Covid-19 epidemic brought the issue back to the agenda. The positive and negative aspects of both situations led the education stakeholders to disagreement. The study has been structured in the qualitative phenomenology pattern. The study group of this research consists of 5 teachers and 5 school administrators employed in the districts of Sivas. Data have been collected by performing face-to-face interviews with the participants via the semi-structured interview form developed by researchers. The data have been evaluated through content analysis and presented in tables. According to the research findings, when the positive aspects of full-time education are examined, factors such as education taking place throughout the day, long resting periods between classes, providing appropriate learning environments, the fact that both teachers and students can spend more time on the subject and that studentcentered & constructivist education is more functional, contribute positively to education. The decrease in the common time spent with the family, the increase in discipline and security problems at the school, the lunch problems, the lack of physical facilities of the school are negative situations related to full-time education.