This article gives an overview of the perceptions of professional staff involved in the delivery of the International Baccalaureate (IB) Diploma programme at Turkish national schools. Overall, the results suggest that while many Turkish schools have staff who recognize the value of the IB Diploma programme, there are some major areas of concern which need to be addressed at school leadership level, such as consensus about the definition of an international education, and the necessity of adequate training and support for staff. (Contains 5 tables.)