The aim of this study is to reveal the perceptions of teachers working in all school types in the central district of Bolu in 2018-2019 academic year regarding their subjective career success and to examine these perceptions in terms of some variables. In the research one of the mixed method designs, sequential exploratory design, was employed. Quantitative data were obtained using Subjective Career Success Scale (Budak & Gürbüz, 2017). Quantitative data obtained from 512 teachers working in 24 public schools selected by random sampling method among the research population consisting of 3127 teachers working in 94 public schools in the central district of Bolu, firstly, was subjected to reliability analysis and Cronbach's alpha internal consistency coefficients (ranging from α=.808 to α=.945) showed that quantitative data were reliable. According to the results of quantitative analysis conducted by using non-parametric tests; teachers' opinions about subjective career success were determined to be “partially agree”. Among the dimensions of the scale, it was found that the highest arithmetic mean was in the Meaningful Work dimension and the lowest arithmetic mean was in the Satisfaction dimension. There was no statistically significant difference by marital status of teachers, but there were statistically significant differences by gender, type of school, occupational seniority and educational status. Qualitative method was used in the study in order to examine the significant differences in depth, arising from quantitative analysis. In the ongoing study in the case study design, semi-structured “Teacher Interview Form” which was prepared by the researchers in accordance with the content of the measurement tool was used as a qualitative data collection tool. Qualitative data were obtained from 32 teachers selected by purposive sampling method. The qualitative data were analyzed by descriptive analysis method and the reasons underlying the quantitative results were tried to be investigated.