This study aims to examine preferences of teachers for curriculum design approaches in terms of various variables. In this study, the relational survey model, one of the quantitative research methods, was used. The population of the study consists of branch teachers working in all types and levels in public schools in the central districts of a province of Turkey. Since the population of the study is very large, sampling was made using the typical case sampling method. The sample of this study consists of 415 teachers who voluntarily supported it. During the study process, the data necessary to reach the goal were obtained by using two scales: "Personal Information Form" and "Teachers' Curriculum Design Approach Preferences Scale". Since the data collected from the scale showed normal distribution, t-test from parametric tests, one-way ANOVA test and Tukey test from Post Hoc tests were used to determine which groups differed in multiple comparisons. In the analysis of all data, the value of 0.05 was taken as the confidence level. As a result of the analysis of the findings obtained from the study, it was stated that the teachers' scores on the curriculum design approach scale were high, and they preferred to use problem-centered curriculum design approaches most in the learning-teaching processes, and at least they preferred to use subject-centered curriculum design approaches.