The aim of this study was to determine the teachers' level of believing in the education and analyze this based on their level of school, seniority, level of education, having experience as an administrator, and having a pessimistic or an optimistic character. Teachers' belief that the Turkish education system achieves its set objectives was conceptualized generally as believing in education. Five hundred and forty-six teachers working in public primary and secondary schools in Tokat participated in the survey. The data were collected using the Teachers' Level of Believe in Education Scale (TLBES) developed by Akın and Yıldırım (2015). The scale is composed of four dimensions, including socialization, individual differences, multi-faceted development, and preparing to upper education. According to the results, teachers believe that the education achieves its socialization, multi-faceted development, and preparing to upper education at medium level while they hardly believe that the objective around individual differences is achieved. When all dimensions are assessed together, the teachers believe the most that the students are prepared for upper education in the best possible way. Moreover, teachers believe that students are given equal opportunities at the minimum level. Primary school teachers believe that the education achieves its set objectives more than secondary school and high school teachers. The results show that teachers with more than 20 years of seniority believe that the education achieves its objectives of providing a multi-faceted development and preparation for upper education more than other teachers. While no significant difference is found with respect to the level of education, teachers who have managerial experience and who define themselves as more optimistic believe that the education achieves its aim more than others