In this study, education systems of countries -Finland, England and South Korea- which have successful results in OECD’s Program for International Student Assessment (PISA) are compared with Turkey’s Education System that has relatively poor results in the same assessment, in terms of educational structures, objectives, finance and supervision. The analytical method (Bereday Model), which is one of the methods used in comparative education research, was used as the research method. As a result of the research, it has been identified that whether the general, local or balanced models implemented in education systems are not a criterion of the success alone and the structures used are shaped according to the character and cultures of the countries. In the relevant legislation of all the countries compared, in terms of educational objectives, it is evident that they comprehend the universal values of education, but especially raising the individuals who have national values are commonly emphasized in Turkey’s Education System. In addition, the rates of the Gross Domestic Product (GDP) of countries allocated to education are similar; however, it is far behind other countries in spending per student in Turkey. Also, it is determined that the methods applied by the countries in the field of educational supervision are similar to their educational administration structures.