This study seeks to understand lecturers' views about the effectiveness of curriculum change procedures taking place in 2006 at the English language teacher education departments of Turkish universities. The study collected both quantitative and qualitative data through an open-ended questionnaire completed by 27 lecturers working at fifteen different universities and semi-structured interviews with five of the participants. The results indicated that lecturers did not have voice during the change process and were not well informed about the changes. The change process was reported to disregard some important steps of curriculum development such as needs analysis, teacher training, and evaluation. With regard to course-specific changes, the 2006 curriculum was reported to be effective in involving practical courses. Combining separate literature courses, adding a vocabulary course, and extending class hours of some courses were found to be effective changes. Conversely, removing skill-based courses, decreasing class hours of the research skills course, combining advanced reading and writing courses, and removing school experience course were reported as negative aspects of the 2006 curriculum change. Considering these findings, a number of suggestions are made to achieve effective curriculum change at English Language Teaching Departments.