This research aims to examine academicians' views regarding the compatibility of central foreign examinations with academic studies. Having a qualitative research design, this research used a phenomenological design. The research was carried out with education faculty academicians working at a higher institution in Turkey. Convenience sampling method was used to determine the participants in the current research as the sample was selected among the academicians who are the colleagues of the researchers. The research utilized a semi-structured interview form developed by the researchers. Content analysis was used during data analysis. Research findings revealed that the majority of the academicians experienced the exams twice and their scores ranged across 45 and 85. In addition, all of the academicians have reported that there is an inconsistency between the central foreign language exams and the ability to speak foreign languages fluently. Most of the academicians have emphasized that central foreign language exams do not measure foreign language knowledge in detail with no contribution to scientific studies; moreover, they are useful only in literature review in terms of vocabulary, and other academic studies have been negatively affected because of time constraint. Besides, academicians have particularly stated that they attended courses during the exam preparation and that they received a full examination-oriented training. As a result, academicians were determined to have negative views on the compatibility of the central foreign language examinations with academic studies.