AbstractProficiency of teachers form one of the key issues in the system of education. Because the system of education’s reaching the projected goals is closely related to the proficiency of teachers. Beyond any doubt, each course and the proficiency of the teacher of the course is vital in terms of a reliable system of education. However Turkish lessons should be considered one step ahead of other lessons. Because language constitutes the basis of learning. In this respect, Turkish lessons form the basis for the learning of other lessons. The importance of Turkish lessons land the teachers with more responsibility. This responsibility features the issue of Turkish language teachers’ proficiency of specific fields. Ministry of National Education has some exercises on this subject. Other than the Ministry, some postgraduate studies have been carried out on Turkish language teachers’ proficiency of specific fields. Basic data sources of this study are four postgraduate dissertations which are located in the database of The Council of Higher Education. Common grounds of these dissertations are that, these four studies are all on Turkish language teachers’ proficiency and their main criterion is “Turkish Language Teachers’ Proficiency of Specific Fields” published by the Ministry of National Education. These dissertations have been examined with regard to their methods, problems, sub problems and conclusions and it is aimed to present similar and different aspects of these dissertations.