Teacher training in Turkey should be evaluated as one of the fundamental branches of acculturation systematics within the context and as a condition of 174 years of formation and experience in the framework of the organic and deep-rooted structure of both its own and that of the world. In relation to the principal philosophies followed from 1848 to the present, the credit percentage and content of the art courses within the primary, middle and high school curricula have achieved negative momentum in parallel with the percentage and content of the art/design courses in the education system under scrutiny. In line with the descriptive scanning model which evaluates historical information and documents, this study is designed for the purpose of viewing the past and the present together in a natural cause-and-effect relation. The study particularly focuses on pre-school and classroom teaching programs and targets the training of the teacher who focuses on those years in which the child acquires both artistic and cognitive basic education. It has been observed that the art and design content of classroom teaching curricula has changed through either the decrease in class hours or the removal of the said-courses. It is expected that this study will function as a tool in the development of future program designs that will be self-renewing and self-sufficient, in which the role of art/design in education is accepted by all disciplines and in which holistic education holds significance not only in theory but also in the practices and the conceptions of those who are being trained.