The main aim of this research was to determine the roles of interest and pressure groups in the development of sustainable educational policies in Turkey. To that end, the research was conducted with a qualitative research design. The data were gathered by using a semi-structured interview technique and analyzed with content analysis technique. For this purpose, seven teachers and six school principals determined with a maximum variation sampling technique were interviewed. Results of this research reveal that, in general, interest and pressure groups were classified into three categories as: business and self-interest groups, professional groups and identity groups. When the development of educational policy in Turkey is concerned, it was indicated that especially self-interest groups have some political agendas, and they provide support and work with the government closely in order to realize their political agendas and their own memebers' interests. It was also remarked that these groups are necessary and have influences on the development of sustainable educational policies and leadership. It can be recommended that although interest and pressure groups are essential in the current system, the effects of these groups should be limited for the sake of educational and scientific principles.