'Program development' is a systematic process which includes steps such as determining general and specific goals of teaching, choosing appropriate program materials, determining teaching methods, evaluation and assessment tools, designing formal outlines for every lesson, testing and finalizing the program, continual monitoring, evaluating program, and lastly enhancing program. This study examines contents of Physics lessons in Turkey and what kind of changes has been made to the program throughout years. It also gives information concerning historical development of this process since 1924, in which the law of Tevhid-i Tedrisad was passed, to present day. Any new program is initially practiced at pilot schools and then extended to other schools in the country, which seems in accordance with the principles of the program development process. However, these programs have been practiced for only one or two years at pilot schools, then directly extended to local schools throughout the country without making any necessary improvements or enhancements to the program. This practice, as the study findings suggest, creates a vicious cycle. When deficiencies in past programs became obvious even at other schools, the authorities immediately attempted to develop a completely new program, which was again applied and abolished using same procedures. This is a prime reason for why goals for education cannot be short-term. Additionally, study findings showed that experts who design Physics programs in Turkey do not complete detailed unit analysis of Physics lessons, which in turn causes Physics teachers at schools to face problems when planning effective lessons and setting goals for class.