Turkey launched what is known as the 12-Year Compulsory Education Act in the 2012-2013 Fall term. This initiative has received criticism from different stakeholders, specifically from educators, who are among the most affected. Criticism from teachers shows a discrepancy between what is being changed and what teachers believe should be changed. This study is an attempt to explore this discrepancy and analyse teachers' opinions about recent reform efforts, in addition to what they propose to change in the Turkish education system. This mixed-method study was carried out in the 2014-2015 academic year. Three hundred and fifty-three teachers took part in the quantitative phase, while qualitative data were collected from 13 teachers working in Gaziantep province. Data were collected through a survey and semi-structured interviews. Results of the study have shown that a great majority of teachers think that there must be some kind of change in the system, but the changes, they proposed, were not in line with the changes that were initiated within the context of 12-Year Compulsory Education Act. It was also discovered that when teachers do not see implementation of the changes they propose, they tend to find little value in implemented changes.