With the realization of the substantial long-term educational, social, and economic benefits produced by high-quality preschool education, preschool teachers' education has come under increasing scrutiny in recent years. Moreover, other than the studies that focus on providing evidence for the impact of preschool education on children's outcomes, there are studies that show large benefits occur only when teachers are professionally prepared and adequately compensated. On the other hand, studies focusing on program evaluation or educational systems mainly consider the issue from a more structured and multidimensional view. In this respect, as an example of open social systems, teacher education depends on many interrelated components that affect each other directly or indirectly. The aim of this study is to review and discuss some of these components of preschool teacher education in the Turkish context such as the student selection policy, faculty development, recruitment policies and competencies of the graduates. Current issues of preschool teacher education and related documents are reviewed within the light of the research in order to understand the context within a macro perspective.