The purpose of this study was to present the barriers experienced by Turkish teachers when required to engage in more learner-centered teaching and to determine the extent of their awareness of attempts to reform the curriculum. A natural inquiry was conducted. Six themes related to the teachers' barrier definitions were abstracted. The teachers had low levels of awareness of the reform-based initiatives. The teachers had a pedagogical orientation by which they were not able to conceptualize the true barriers that might be faced during authentic learner-centered teaching. Recommendations for professional development and further research are offered.