Аннотация:This study aims at examining teachers’ views on the characteristics of the skill-based questions that have been used in the HighSchool Entrance Exam (LGS) since 2018, the reasons for their changes, and their reflections on teachers and students. Havinga qualitative research model, the study employed phenomenological design. The working group consisted of 14 volunteerteachers who worked at secondary school in Kahramanmaraş during the 2019 and 2020 academic year and whose brancheswere included in High School Entrance exam. The data were obtained through a semi-structured interview form. Contentanalysis was used during data analysis. The participants stated that skill-based questions are daily life related, challenging anddistinctive questions that not only test reading skills but also require high level mental skills. Skill-based questions wereidentified to contribute to the teachers’ professional development, yet they led to some professional difficulties such as lackof resources and materials and unable able to catch up with the curriculum. Besides, skill-based questions were determined tomake contribution to the students' problem-solving skills, higher-order thinking skills, interpretation skills and graphic readingskills as well as making knowledge meaningful. However, they also had a negative impact on students with low academicachievement, such as having a sense of failure.
