This study aims to define and explain the establishment, functioning and problems of school development management teams (SDMTs), similar to quality circles used in total quality management practices, for the purposes of continuous development and improvement of schools on the basis of the planned school development model. This is a qualitative case study on 30 individuals working within 11 primary schools located in the provincial capital of Mugla province. Data was collected via semi-structured interviews, and analysed through content analysis. As a result of the study, briefly, it was found out that the school development management teams established in the schools were not voluntary, but members were assigned to the teams, that the working groups significantly lacked information about the SDMTs which had a negative impact on the participation and the taking on of responsibilities by the members, that teamwork could not be performed as intended, that meetings were only irregularly held, that team objectives could not be achieved, and that almost all participants emphasised the lack of financial resources as one of the most important problems in achieving the objectives of school development management teams. It was concluded on the basis of these findings that the school development management teams should be reviewed and revised to serve more efficiently.