The primary aim of this study is to examine the implications of the BPT (Basic Proficiency Test) success ranking threshold on Art Teacher Education Programs, based on the opinions of faculty members. A single case study design, one of the qualitative research methods, was employed in the research. Purposeful sampling was used to select the study group, utilizing the maximum variation sampling strategy. In this context, interviews were conducted with ten faculty members. The interview form was prepared based on a literature review and consisted of four questions. The data collected were analyzed through content analysis. As a result of the analyses, it was found that faculty members expressed both advantages and disadvantages regarding the BPT threshold applied in the special talent exam for Art Teacher Education Programs. A majority of the faculty members made performance-oriented evaluations concerning the impact of the threshold on the student profile. Additionally, it was determined that most faculty members suggested either lowering or removing the threshold. To gain a deeper understanding of the effects of the threshold scores applied in art education programs, it is recommended that comparative studies be conducted on models from different countries and educational systems. Based on the findings, suggestions such as the removal of the pedagogical formation requirement and the allocation of additional points to graduates of Fine Arts High Schools were also presented.

Art teaching, special talent exam, BPT threshold