The Turkish education system is highly centralized. All educational policies, such as curriculum development and appointment of teachers and administrators, have been formulated by its central structure since the establishment of the Republic of Turkey in 1923. Many reform policies and change initiatives can be seen in a Turkish context and different parties have imposed various policies with underlying ideological and political purposes in different periods. Therefore, it is possible to identify conflicting implementations and policies. As the aim of National Education is to promote the welfare and happiness of citizens and Turkish society, to support and accelerate economic, cultural and social development as well as national unity and cohesion, large-scale educational reforms and policies for public good supported by the EU have been launched. However, these reforms, which are not based on evidence, are also ineffectively put into practice. Thus, it can be concluded that there is a culture of disconnectedness in research, policy and practice in the Turkish education system. From this point of view, the aim of this study is twofold: (1) to provide evidence about what is necessary for public good in a Turkish context, and (2) to offer evidence-based recommendations for practice and policy makers. [For the complete volume, "Evidence and Public Good in Educational Policy, Research and Practice. Educational Governance Research. Volume 6," see ED613293.]