This paper seeks to contextualize the profound impact of neoliberal policies on the teaching profession. Employing an intrinsic case study design, this investigation delves into the intricate dynamics experienced by educators in five different Basic High Schools (BHSs) located in Ankara, Türkiye. A comprehensive understanding was gained through semi-structured interviews with 21 teachers and three school counselors at BHSs, supplemented by observations of various processes at the research sites. The qualitative data were content analyzed by coding meaningful segments, generating initial themes related to teachers' classroom and school practices and their engagement with the curriculum, as well as their perceptions of working conditions. After consulting two professors for feedback, the final coding identified two main themes: 'teacher responsibilities' and 'teachers' working conditions.' The study uncovers that the core of teacher responsibilities revolved around preparing students for university entrance examinations, emphasizing the cultivation of test-taking skills. Despite this primary objective, BHS teachers had to implement the national formal curricula, resulting in extended working hours and responsibility overload. Paradoxically, these educators find themselves in a predicament of being inadequately compensated and grappling with issues related to employment rights. In essence, the convergence of extensive workload, insufficient remuneration, and problems regarding employee rights cause the deskilling of teachers and hinders BHS teachers' ability to fulfill their vital roles as transformative and reflective educators. [This article includes an extended summary in Turkish.]