The objective of this study is to assess the opinions of Social Sciences teachers on TEOG exam, which was put into practice in the 2013-2014 academic year. The study was carried out in the case study model among descriptive research models, and semi-structured interview forms were used. The research sample consists of 14 Social Sciences teachers, 7 of whom are female and 7 are male, working at five different secondary schools in Erzurum and Gümüşhane provinces in the 20142015 academic year. According to the study results, Social Sciences teachers find the examination for transition from primary education to secondary education positive as its suitability to the curriculum and acquisitions of MNE increases student motivation, the new system does not require attending training centres and does not affect the use of source books, that year-end achievement scores are effective in the process of TEOG causes the increase in the lessons other than 6 lessons, that the exam takes place in 6 sessions of 40 minutes in two days reduces stress, giving the opportunity to have a rest for 30 minutes between exam sessions, the comfort of having the exam at their schools and the increase in teacher responsibilities. However, Social Sciences teachers also made negative comments that the interest of students in the lesson decreased, the leng of the exam is long disrupts the mood and motivation of the student and indicated the emergence of administrative and parental pressure on the teachers. They also stated that the school success grade is also important in this system, and tests and preparatory exams for TEOG exam are practiced frequently