This study aimed to reveal the perspectives of academics on the competencies of students who are placed in universities through a first-place quota system. The study has been organized within the framework of a qualitative research approach with a phenomenological design. The data collected through a semi-structured interview form were analyzed through a descriptive analysis technique. The participants responded to the concept of competency as competence, knowledge, qualification, effort, development, process, performance, and experience. The participants expressed their views on the results of the university first-place quota implementation as language skills, lack of practice, lack of self-confidence, inability to express themselves, isolation, low motivation, and reproach. To improve the implementation of the first-place quota, the participants suggested abolishing the implementation of the first-place quota, extra proficiency exam, additional assignments, mutual effort, and equal approach. The study found that the implementation of a first-place quota has negative effects on student competency. As a result of the findings, the researchers suggest that the use of first-place quotas be abolished. High school valedictorians should be placed in a university by taking an exam unique to school valedictorians, and academicians should cooperate among themselves.