The living conditions of the 21st century have created a new paradigm in education systems. An approach that focuses on producing new and different, effective and beneficial products and services is emerging. Education systems must keep up with this change and support policies and practices that encourage innovation. Teachers bring innovative approaches to the education system to the classroom. Therefore, they play a key role in raising innovative and creative generations. This research evaluates how innovation is defined in the Turkish Education System, innovative management in education, policy, program and teacher training and development practices based on teacher perceptions. The research method is based on literature review and the "semi-structured interview" technique. The purposeful sampling method and maximum diversity principle were used in the research. Attention was paid to criteria such as participating in the "Innovation Awards Evaluator Training" of the Ministry of National Education, receiving various awards for their innovative work, and working in different cities and regions. According to the results of the study, a significant portion of the participants defines innovative approaches in education by associating them with systemic integrity. It was emphasized that stable policies are needed to develop innovative approaches in the education system. At the same time, it was stated that the legal basis of the management processes should be arranged in a way that allows innovative approaches. It was emphasized that administrators and teachers should be allowed to take initiative in developing teaching activities based on innovative approaches in the implementation of the curriculum.