This research aims to compare the responses of Turkish and Singaporean mathematics teachers to school emphasis on academic success questions. The research was conducted following the causal-comparative design. The research study group consists of Turkish and Singaporean eighth-grade mathematics teachers who participated in the 2019 TIMSS. The data collection tool used in this study consisted of survey items directed to teachers under the "School Emphasis on Academic Success" category in the 2019 TIMSS. The Cronbach's alpha coefficient was calculated as 0.89 for the Singaporean sample and 0.90 for the Turkish sample. Independent samples t-test was used to compare the averages of the scores obtained from the survey items of Turkish and Singaporean teachers. According to the results obtained, Singaporean teachers expressed more positive views about their schools regarding teachers' expectations for student achievement, parental involvement in school activities, parental support for the instructional process, students' desire for success, and students' ability to reach academic goals compared to Turkish teachers. On the other hand, Turkish teachers expressed more positive views about their schools regarding the ability of teachers to inspire students and the collaboration among teachers for planning instruction compared to Singaporean teachers. The results showed that Turkish and Singaporean education systems have different priorities and emphases. [For the full proceedings, see ED652228.]