The Armenian schools that were founded with the personal initiatives of the notables in the Ottoman Empire continue their task of providing education for the Armenian community with a special status of minority schools in Turkey. The objective of this paper is to scrutinize how the Turkish state governs the Armenian schools by the means of legality. To answer this question, I chose interview-based ethnography as my main methodology. After studying the laws and regulations binding the minority schools, I conducted interviews with school principals and teachers of the Armenian schools, parents, journalists covering Armenian community affairs, legal experts working on the particular subject, board members of the school foundations, and paid visits 7 of the total 16 Armeninan schools in Turkey to comprehend how the laws and regulations are implemented at the practical level. Against the general surmise that there is a nation state which is actively involved in the control of the minorities or their schools, this paper hunts down the governmentality around the Armenian schools, which is historically shaped by Turko-Islamic precepts reigning the political and socio-cultural context from the later periods of the Ottoman Empire to today, and argues that the relationship between the state and the Armenian schools is not as straightforward as it is claimed. Although it is largely overtold that the Armenian schools in Turkey have been governed strategically by an evil raison d’état, this chapter asserts that this explanation is rather insufficient in addressing the issue comprehensively and is not quite supported by the empirical data in the sense that it is rather possible to find contrary examples to this argument. While reshaping itself on different occasions and yet presenting its image as a comprehensive and all-encompassing whole, the Turkish state actually governs its minority schools by preserving legal ambiguities and instrumentalizing these ambiguities as spaces of manoeuvre while presenting ad hoc solutions in accordance with its political agenda. That is why instead of resorting to an explanation of a meddling state which controls and rules over every detail regarding the Armenian schools, I assert the Turkish state as a meandering state whose actions are not so straightforward but rather meandering with reforms and improvements, although its desire to subdue the minorities perseveres.