A survey of 300 secondary school English-as-a-Second-Language (ESL) teachers in Turkey investigated their views on ESL teaching and curriculum, language attitudes, language learning, classroom practices, role perceptions, and views of language teaching as a profession. Demographic data show most were trained in English language teaching in Turkish universities. Teacher perceptions are reported concerning the major functions of their own English language use, objectives in teaching English, who determines the aims of the instruction and who should determine them, students' uses of English, degree to which the curriculum represents aims of English language instruction in Turkey, trends in academic standards, use of English as the medium of instruction, use of Turkish in the English language classroom, comparative features of English and Turkish, importance of the four language skills (listening, speaking, reading, writing), instructional and learning theories, the best methods of learning a language, teaching methods commonly used, influences on teaching, the English language syllabus, use of teaching materials and activities, assessment issues, their own role in the classroom, characteristics of good teachers, needed changes in Turkish secondary education, sources of professional support, and the role of experience in teaching. (MSE)