Common European Framework of Reference for Languages (CEFR) is a comprehensive guideline for teachers with respect to the processes of planning, learning, teaching, and assessing whilst aiming to bring standardisation, transparency, coherence and consistency across different languages and countries. How realistic or feasible is it to apply these criteria to less widely taught languages such as Turkish? Is it possible to adapt CEFR for teaching Turkish as a foreign language in Higher Education programs that aim to teach a language for academic purposes from ab initio level to upper-intermediate/advanced levels in one academic year? This paper aims to answer these questions by giving specific examples of how Turkish has been taught at the Faculty of Asian and Middle Eastern Studies (AMES), University of Oxford, UK.