Common European Framework of Reference (CEFR) is prescribed to member states for implementation by the Council of Europe. As a result, it is now clearly mainstream for people who are involved in language learning, teaching, and testing. One of the member states, Turkey, has developed and adjusted its language learning and teaching curriculum in accordance with the CEFR standards. Additionally, language teachers play a part in the implementation of the CEFR. According to Finch (2009), the CEFR offers a standard framework for the development of curriculum and exams that allow teacher educators and trainees to evaluate their language use in the context of their target audience. However, in the context of Turkey, the thoughts and opinions of language teachers have not generally been contested. This study intends to outline the opinions of teachers who work at a private institution in the southern region of Turkey, in particular one with a sizable population of migrant pupils. A semi-structured form that was created in accordance with the CEFR and used to gather data was examined using the content analysis method. Accordingly, the study found that language teachers lack the knowledge of the CEFR's aims, definition, and content.