This study examined the relationship between teachers' curriculum literacy levels, their level of idealism and the level at which they believe in education. The participants of the study were made up of 480 teachers, who were selected via convenience sampling method. The data were collected using the "Teachers' Curriculum Literacy Scale", the "Teachers' Belief in Education Scale", and the "Idealist Teacher Scale". Confirmatory factor analysis was performed on the scales used and their reliability coefficients were calculated. The study tested a hypothetical model that teachers' level of belief in education is a mediator in the impact of teacher idealism levels on curriculum literacy levels. In order to test if the hypothetical model was a mediator model, prerequisite models were formed and the models were tested in the software MPLUS 7.4. The requisites being met verified the hypothesis that belief in education is a mediator in the impact of teacher idealism on curriculum literacy. The significance of the results was verified using the Sobel, Aroian and Goodman tests. In the study, in which the mediator model, one of the structural equation models, was used, the results revealed that the model was acceptable. Accordingly, the participant teachers' level of belief in education mediated the impact of their level of idealism on their level of curriculum literacy.