This study aimed to reveal the main problems of the Turkish education system in line with the opinions of the stakeholders in education. Phenomenology, among the qualitative research designs, was used in the study. The study group consisted of 120 respondents determined through maximum variation sampling. The variation of participants was maintained by including stakeholders (students, teachers, school administrators, parents, the representatives of non-governmental organizations, and faculty members) with different roles in the Turkish education system. The research data were collected through a semi-structured interview form. The obtained data were analysed using the content analysis method. Various techniques have been employed to ensure the validity and reliability of the study. It was determined that the Turkish education system had 42 number of main problems in line with the opinions of the participating group. The most frequently voiced problems were frequent changes in the system, failure to train qualified teachers, lack of parental involvement, political interventions, lack of personalized learning, crowded classrooms, insufficient professional development of teachers and 12-year compulsory education. The 42 main problems identified for the Turkish education system were grouped under 8 distinct categories: administration, teacher and teacher education, educational process, parental and societal, physical infrastructure and materials, curriculum, finance, and vocational training. Some suggestions were offered for the practitioners and researchers based on the obtained results and the discussion of the findings.