In recent years, the PISA International Student Success Assessment Program examinations have proved that Estonia and Finland's achievement in mathematics and reading skills, particularly in science, is well above the OECD average. In this context, it is very important for researchers to examine the results of PISA and to carry out researches that will contribute to the education policy. In light of these researches, our country can catch up with the successful countries. The aim of this study is to demonstrate how Estonia and Finland achieve such a success in the PISA examinations and compare their success with the results of Turkey. The research was conducted through document analysis and interview methods within the context of the case study approach. The study was derived from PISA 2012 and 2015 national assessment reports and semi- structured face-to-face interviews with PISA Country Coordinators of the countries mentioned. Similarities and differences between these two countries and Turkey were determined and a comparative analysis was made. According to the analysis, The success of the PISA of the two countries depends on the factors that they carried out an education system where all schools provide education with the same quality and the duration, they use student-centered teaching, science courses start in primary school, students are forced to take a compulsory examination at the end of each instructional level. At the end of the research, necessary suggestions were presented to Turkey based on the obtained data.