Our country has gained many experiences in teacher training up to the present. The issue of training primary school teachers has a special importance among them. Teachers who serve in the first four years of primary school are called primary school teachers. According to Article 43 of National Education Basic Law No. 1739, which is still in force, by emphasizing that teaching is a profession that requires considerable expertise, it is stated that education should be obtained in three categories; general culture, field and occupational knowledge in order to attain this profession. A teacher, as the most important variable of the learning-teaching environment, gains many of the qualifications required by the teaching profession through pre-service training, in-service training and self-training (Ün Açıkgöz, 2008). According to Sezgin (2002), the training program that teachers receive in the preservice training process aims to train them to be ready for various situations they may encounter when they start their profession. If the programs do not serve this purpose, the time and effort spent on the teacher training system may be wasted. The feedback received from the graduates of the faculties about to what extent the programs meet the needs is important in terms of dealing with various problems regarding the functioning of the system (Vural, 2007; Çoban, 2011; Oktar ve Bulduk, 1999). The success of the ones who experienced the system in real contexts is very important in terms of further development of the system. Therefore, it is necessary to determine their expectations and opinions about the system. Many methods are used for this purpose. One of these is the research on monitoring the graduates. More functional decisions can be made by identifying problems in the functioning of the system through surveys on graduates (Küçükahmet, 1984; Özçelik, 1992). The body of research based on the views of graduates on the evaluation of programs is very limited. With this research, teachers' opinions about the effectiveness of teacher training programs implemented in faculties of education were determined in order to prepare classroom teachers for the profession before the service; it is expected to contribute to the more efficient preparation of programs. The aim of the study is to determine the opinions of the teachers who graduated from the Department of Primary Education, Faculty of Education, about the undergraduate program applied to them in the faculty, and the applications performed based on this program. Graduates' opinions are considered as an important data source in terms of program evaluation. The research is a qualitative study conducted as a case study. 25 teachers who graduated from OMU, Faculty of Education, Department of Primary Education at different dates participated in the study. In the research, convenience sampling, one of the purposeful samplings, (Platton, 1987, Cb: Yıldırım & Şimşek) was used. In order to serve the purpose of the study, we tried to involve only the willing teachers working in different schools and in different conditions. Semi-structured interview forms were used in the study. Before the interview form was prepared, a set of items was created by examining the relevant resources. The items were examined by five academicians who were experts in their fields, and the items were rearranged in line with their suggestions. Three teachers were chosen for the prepared interview items to be applied as a pilot scheme. As a result of the application, the following five-item interview form was created. 1. What are the positive and negative aspects of the program conducted in the Department of Primary Education?