Turkey shares the problems of developing countries in providing quality education for all children. These problems are particularly acute for students from rural residents, girls, and low-income families. In 1997, in order to address the problems of quality and to make possible the extension of an enriched compulsory schooling to grade 8, the Turkish government initiated an Eight-year compulsory education reform.This study is an illustrative case study undertaken to evaluate the provision of post-reform elementary education in one rural Anatolian district, Musabeyli, Kilis. After the reform, many small village schools were closed and the government opened new large consolidated schools, bussing and boarding schools in Musabeyli. The reform produced social benefits for disadvantaged student groups. After the reform, school became more accessible and important. Education quality increased. Education increased girls hope and expectations. Musabeyli young men and women continue the migration from villages to cities but with better education.