Bu çalışmada, Bulgaristan'da görev yapan Bulgaristan vatandaşı Türkçe öğretmenlerinin Bulgaristan'daki iki dilli Türk çocuklarının Türkçe eğitimi-öğretimine ilişkin görüş ve düşüncelerini derlemek; karşılaştıkları sorunları ortaya çıkarıp onlara çözüm önerileri sunmak ve Türkiye Cumhuriyeti'nden beklentilerini dile getirmek amaçlanmıştır. Çalışmaya, Bulgaristan'da Türklerin en yoğun yaşadığı illerden olan Kırcaali'den 17 (12 kadın-5 erkek) ve Şumnu'dan 9 (7 kadın-2 erkek) Türkçe öğretmeni katılmıştır. Öğretmenler ile yüz yüze görüşülmüş ve kendilerine açık uçlu sorular yöneltilmiştir. Verilerin analizinde frekans ve yüzde belirleme tekniklerinden yararlanılmıştır. Elde edilen verilerden bazıları şunlardır: Öğretmenlerin %92'si hizmet içi eğitime ihtiyaç duymakta, %62'si okullarındaki haftalık Türkçe ders saati sayısını yetersiz bulmakta, %29'u okullarında Türkçe dersi dışında Türkçe ile ilgili herhangi bir etkinlik yapmadığını ifade etmekte, %26'sı Türkçe ders kitaplarının çok eski ve kullanılamayacak kadar yıpranmış olduğunu belirtmektedir. Öğretmenlerin Türkiye Cumhuriyeti'nden beklentileri arasında ise ilk sırayı Türk edebiyatına kaynaklık eden orijinal kitaplar oluşturmaktadır

According to the last official census conducted in 2011, the population of Bulgaria is 6,611,563. Thepopulation of Turks is 585.024. The Bulgarian government in this census, besides asking theirethnicity, asked people to define their mother tongue. The population people who defined theirmother tongue as Turkish was conducted 604.246 (BUİE, 2015). Then the population of people whosemother tongue is Turkish conducted 19.222 is more than the population whose ethnicity is Turk. Themain cause of this result can be explained because some of Bulgarian citizens whose ethnicity areRoman defined their mother tongue as a Turkish.% 68 of Bulgarian Turks live in cities while %32 of them living in countries (Erdinç, 2002:97). When itis observed the situation of Turkish lessons at schools, it isn’t found any classroom that select Turkishlesson except a school in Shumen. But the Turkish lesson is chosen at small towns and villages wherethe Turkish population is so high. It must be known that the number of the students living theredecrease day by day. It can be said as a reason that the mother tongue and the language of instructionare Bulgarian, the school management directs parents to the math, English lessons, etc., and theBulgarian people having economic difficulties migrate to Europe.The Turkish language can be taught only until 8th grade as an elective course in Bulgaria. It is soughttwo conditions to teach Turkish in a Bulgarian school: the one is 14 letter of application of parents andthe other is to be a Turkish teacher at school. Besides at the end of the year, the Turkish exam pointcannot be written to the student’s report because of the status of lesson (Memişoğlu, 2002:56).The Turkish teachers working in Bulgaria aren’t employed by Turkish government. The candidateswho are Bulgaria citizen and qualify for being Turkish language teacher by finishing the schoolsconcerned can start to work as a teacher by applying for the announcements.It can’t be obtained the number of Turkish teachers working in Bulgaria in 2015 in spite of demandedby Bulgarian official institutions. The observations of researcher at this field show that the number ofteachers is not more than 60 across Bulgaria.Many of schools and institutions have been opened to teach Turkish language teacher from the 19thcentury in Bulgaria. But nowadays there are only three institutions t educating Turkish languageteachers: Sofia University, Plovdiv University and Shumen University.The students, who want to study above-mentioned universities, must join the language exams exceptTurkish language. It is due to the status of Turkish lesson; because Turkish is an elective course atBulgarian high schools. So the students who don’t know Turkish language can study at theseuniversities, besides there aren’t the classes of preparation in Bulgarian universities. The teachers useboth Bulgarian and Turkish in the class. The graduated students can get a job in tourism andtranslation sector.In this study, it is aimed to be pointed out the views of Turkish language teachers about the situationactual of Turkish language in Bulgaria. It is mentioned about the objectives of teachers teachingTurkish to students, the referenced sources and the activities used by the teachers and it is alsomentioned about the problems faced by teachers in teaching Turkish and about the offer of solutionsby them and about the expectations of teachers from Turkish Republic.The research is prepared by using screening model. The aim in this model to collect the data for bringsout the certain properties of one group (Büyüköztürk ve Çakmak, 2008:16). 17 Turkish languageteachers (12 women-5 men) from Kırcaali and 9 teachers (7 women-2 men) from Shumen where theTurkish population is so high participated to the research.In the research, open-ended questionnaire, developed by Yıldız (2012) to define the views of teachers,is performed to the teachers by considering the conditions of Bulgaria. In the research used also face toface interview technic, the survey is performed by researcher to the teachers in their schools.Frequencies and percentages description are used and the results are presented through tables to thereaders.%92 of Turkish Teachers pointed out that they have needed in-service program. Almost all theteachers complain of Turkish books being outdated and used. The problem of Turkish books must besolved quickly. The other problem need to be debated is that there aren’t any bookstore sellingTurkish books in Bulgaria where the Turkish population is so densely. Because of this situation, theTurkish children can’t read Turkish story, novel, poetry and etc. To overcome this problem, it can bedeveloped sister school projects so that the children can meet Turkish books in class. Most of Turkishteachers complain about the status of Turkish lesson in schools and so they say that the Turkish lessonis thought unimportant by parents and students. The Turkish lesson must be compulsory in schoolswhere the Turkish population is densely.The future of Turkish language teachers in Bulgaria is related directly to the existence of Turkishlesson at schools. While 114.00 students were selecting Turkish lesson at schools in 1992, nowadaysthe number of these students has declined down to 7000. If no measures are taken, there will no doubtthat this number will decline even further. It is threat for Bulgarian Turks that the decline of thenumbers of students selecting Turkish lesson and that Turkish education cannot be done formally.The Turkish will never disappear in Bulgaria, but it is estimated that the standard use of Turkish willdisappear in later years.Bulgaria, in terms of Turkish population is ranked first in Balkans. Especially in southern andnorthern Bulgaria, the Turks have a grand population. There are a lot of fields of study such asTurcology and Turkish language