Teachers can best process their duties by renewing themselves according to today's context. The modifications in science, technology, culture, and social life change the educational theory and its application. Teachers should have to effectively adapt themselves to these changes. This is possible only by arranging continual in-service training for teachers. According to Mullen (2004), for teachers who aspire to lead schools, seminar activities should be given on this topic. Mullen offers this as a solution for framing issues and learning practical skills and for doing so within a relatively short time frame. The aim of this study was to research how many of these seminars, which are held at the beginning and at the end of each year, approach the target. It investigated whether teachers believed that seminars helped to increase the quality of education, whether seminars provided good relations between teachers and administration, and what problems were observed within the year that were discussed during the seminars. The study sample comprised classroom teachers who had been working in primary schools. Teachers indicated the following: that seminar activities do not approach the target; that they do not attend seminars actively and voluntary; that the decisions made in previous years are not applied delicately; that activities are not time wasting; that teachers' opinions are not asked when determining the subjects; that seminars have not been useful for teachers so far; and that seminars should not be given by directors and inspectors. Teachers were uncertain about the following: that seminars help to increase the quality of education; that seminars provide good relations between teachers and administration; that the problems observed within the year are discussed during the seminars and that important decisions are made for the next year; that the program of the seminars is definite; that in these seminars educational activities are discussed; that teachers have knowledge about the subjects to be handled in seminars; that subjects are determined contemporarily and according to their demands; that the seminars are helpful to realize their duties, authorities, and responsibilities; that seminars increase professional satisfaction; and that seminars should be given by teachers. Moreover, they admit with a high ratio that if seminars are held with the contribution of universities and if they are held properly, they should be also arranged at high schools. (Contains 9 tables.)