This study involves a comparative analysis of Fakir Baykurt and Kemal Tahir’s village novels based on notions such as superstition, religion, education, progress/innovation in the village and the villager’s life. The study analyses the villagers’ assessment of ideas that affect them such as belief, tradition, gender inequality, education, based on the writers take on the subject in their novels and the protagonists’ quotes. Some similarities and differences stand out when Fakir Baykurt and Kemal Tahir’s works- Yılanların Öcü, Irazca’nın Dirliği, Onuncu Köy, Tırpan, Sağırdere, Körduman, Köyün Kamburu- are reviewed based on these notions. For example, when it comes to the village and the villagers, Fakir Baykurt’s, “novel protagonists” who are never silent against injustice, become passive, self-interested and ready to obey in Kemal Tahir’s works. While elements such as villagers internalizing gender inequality, being close-minded towards progress/innovation, religion invading all corners of daily life, a pragmatic perspective towards education are commonly found in Kemal Tahir’s works, Baykurt’s works include villagers who are open to innovation about several matters, sensitive to gender equality and education and in a distant relationship with religion. The longing Fakir Baykurt’s characters have for the city life, the villager’s willing adoption of the tractor and their acceptance of these circumstances are ultimately conveyed as the charm of the progress in the city-life as villagers emigrate from their villages. Kemal Tahir’s villagers see the city as the place of evil, immorality, irreligion. As a result, they are against progress and foreign intervention. Villagers attitude towards the railroad, the factory and the tractor and machines are ultimately conveyed as negative. When we consider the circumstances in the 1940s and the homogeneous characteristics of the villagers in those times, it can be said that we are more likely to come across Tahir’s village novel protagonists in the real world. The villagers in Fakir Baykurt and Kemal Tahir’s works are also in disagreement about education. Fakir Baykurt’s teaching career played a role in his description of the villagers being relatively sensitive. The perspective in Kemal Tahir’s texts on the other hand, only values education if it leads to income and status. On the other hand, the villager mostly accepts the madrassa education. The lack of any schools in all of Kemal Tahir’s reviewed works is already an important example of the villagers’ circumstances.