In the early Republican era, the Turkish National Education organization tried to realize its educational policies by creating formal and non-formal education institutions. However, other institutions which acquired a corporate identity within a short period of time due to the requirements of the period and the demands arising from the necessity also fulfilled an important function in non-formal education activities. Community centers were at the forefront of these institutions. Between 1932 and 1951, the Community Centers, which directed their activities by taking into consideration the needs of the people who were in the region they were opened, were organized into nine branches, each addressing a different area and having important functions. The Community Centers, which had a wide network in the city and district centers in particular, had opened courses for different areas of interest through its Community Private Tutoring Centers and Courses Branch. One of the most important projects of this branch, which is established to carry out all kinds of vocational and technical education based educational activities that will raise the level of people's knowledge, was Rural Women Mobile Courses which opened all over the country since 1938 with the support of Ministry of Education (Maarif Vekâleti). Rural Women Mobile Course; was especially designed for young girls who completed their primary education and were waiting for their marriage in the rural areas and this course opened for them to gain child care, home care and sewing skills, and this course made everyday life easier. The area of the study was Eastern Anatolian provinces located within the property complex of the Single Party period and the courses of Rural Women Mobile Courses opened in the region were examined. In this study, literature review was conducted as a research model. The findings of the review were evaluated.