The aim of this study is to investigate the problems faced by primary school teachers in Turkish education and their recommendations for solutions to these problems. Employing a case study methodology, a cohort of 14 teachers representing diverse regions across Türkiye was selected for examination. In establishing the study group, a deliberate selection strategy known as maximum diversity sampling was employed. Data were collected via semi-structured interviews and subsequently subjected to content analysis. The findings revealed some prominent obstacles in Turkish education including insufficient familial engagement, students' inadequate preparedness, reliance on conventional assessment paradigms, teacher burnout, deficiency in early childhood education provision, reliance on traditional instructional methodologies, uneven levels of pedagogical proficiency among teachers, deficient technological infrastructure, institutional resistance to innovation, financial constraints, and the prevalence of rote learning methodologies. In response to these challenges, teachers proffered recommendations aimed at enhancing pedagogical efficacy, fostering parental involvement in educational endeavors, refining curricular frameworks and instructional materials, promoting proper language usage, ensuring educational equity, and upgrading school infrastructure and classroom amenities.