Although the teacher turnover is a known and frequently experienced phenomenon, it is clear literature does not include enough in-depth studies conducted with qualitative designs, especially focusing on instructional dimension. The current study focuses on how teacher turnover was experienced by elementary school teachers, parents and school administrators in Turkey. Qualitative Case Study method was employed in the study. In-depth, one-to-one, semi-structured interviews were conducted with 16 participants by phone due to the COVID-19 pandemic. Content analysis method was adopted to analyze the data obtained in the study. The analysis revealed three themes with rich qualitative comments in the areas of: Academic and professional dimension; communication, cooperation and support; and psychological factors.