This section aims to conduct an in-depth analysis of the structural reforms and curriculum updates implemented in the education system of the Republic of Turkey from its foundation to the present day. The central thesis is that reforms in Turkey generally follow a cyclical pattern characterized by centralization, shaped by political priorities, and struggling to respond to societal needs. The analysis particularly focuses on the 2000s and beyond, including the transition to the 4+4+4 system (2012), the constructivism-based curriculum (2005), and the most recent development, the Turkey Century Education Model (TCEM, 2024). Additionally, the Teaching Profession Law (TPL, 2022), which redefines career pathways for the teaching profession, has been examined. The findings reveal that structural reforms like 4+4+4 have increased educational inequality and segregation among school types due to their rapid and unplanned implementation. Philosophical shifts (Constructivism, the holistic approach of TCEM) have remained limited in the implementation phase due to inadequate in-service training and teacher resistance. The most significant implementation barrier is the chronic incompatibility between the skill-oriented curriculum philosophy and the rote-learning, knowledge-focused structure of central exams (LGS, YKS). This contradiction pushes schools back towards an exam-oriented approach, thereby limiting the curriculum's potential. It is particularly emphasized that Physical Education (PE) classes have become marginalized under the pressure of inadequate facilities and central exams, struggling to achieve holistic development goals. The success of reforms in Turkey depends not so much on legal regulations, but rather on enhancing implementation capacity at the classroom level, fostering teacher ownership, and aligning the assessment and evaluation system with the curriculum philosophy. This emerges as a vital lesson for future education policies.