The paper utilizes data collected as part of the 2003-2004 US-Turkey Fulbright study of educational reform in Turkey. Included in this research was a general survey of 170 Turkish teacher educators; an in-depth follow-up of 38 of these respondents; and a third survey of 7 Turkish educational leaders as defined by the position they hold in the system. All surveys employed both qualitative and quantitative data collection techniques. Within the purview of activity theory, this paper utilizes the qualitative data of the surveys and describes the internal tensions and contradictions among 38 teacher educators and 7 university leaders recommending reflections on the possible solutions to the tensions. Overall, it was found that teacher education reform was not identified by the masses of teacher educators and university leaders who had conflicting motives participating in the reform. It also provides recommendations concerning how Turkey may better approach the European Union goals in this area.