“…The second is that the materials developed for teaching Turkish to bilingual languages are not prepared for the right purposes and they are not structured and leveled according to the target groups without taking into consideration the needs in the regions. Numerous researches have been conducted in relation to the main problems faced by the textbook, the curriculum, the students, parents and teachers responsible for the course (Gül Yazıcı 2007;Yağmur, 2007;Sarıkaya, 2008;Belet, 2009;Can, & Can, 2009;Uysal, 2009;Korkmaz, 2010;Sen, 2010;Yağmur, 2010;Ince, 2011;Ozcan, 2011;Şen, 2011;Yol, 2011;Cemiloglu, & Şen, 2012;Ekmekci, 2012a;Ekmekci, 2012b;Yıldız, 2012a;Yıldız, 2012b;Demirbaş, 2013;Yağmur, 2013;Yıldız, 2013;Yilmaz, & Öztürk, 2013;Ateşal, 2014;Yağmur, 2014;Yılmaz, 2014;Arı, 2015;Çınar, & İnce ,2015;Ekmekçi, & Karadüz, 2015;Güngör, 2015;Yağımlı, 2015;Yaman, & Dağtaş, 2015;Ayyıldız, & Karasu, 2016;Çakır, & Yıldız, 2016;Çelik, & Gülcü, 2016;Irmak, 2016;Ozerol, 2016;Arıcı, & Kırkkılıç, 2017). The problems identified in the researches; main problems of Turkish and Turkish Culture course, textbook and course curriculum (lack of gains in the curriculum according to the target audience, the fact that the textbooks are above the target audience level, etc.…”