Programme for International Student Assessment (PISA) was first started in 2000 for the evaluation of the performance of pupils. The second PISA Project has been implemented in 2003 by OECD in 41 countries. The outcome of both projects has delivered extensive data and information with respect of the educational systems of the participant countries. The programme provides a measure to how well the pupils of 15 years age are equipped through their obligatory education against the requirements put on them by the conditions of our days and by the "Information Society". The level of information aquired by the pupils in the subjects taught them is not taken as the measure for their performance. In the PISA Project success is defined as the ability of the pupils to make use of the information and skills they are given in the case of their confrontation with the reality of the life to find appropiate and efficient solutions. PISA Programme concentrates on four areas: Mathematics, Reading Skills, Natural Sciences and Problem Solving Skills. The present study evaluates the results obtained in frame of the PISA Project in Germany and Turkey. Although a major improvement in the field of Problem Solving Skills in Germany from 2000 to 2003 could be observed, in the same time irregularities in the distribution of the results originating from the educational system were recorded. On the other hand, Turkey did join the PISA Programme for the first time in 2003, and in the view of the outcome the necessity of reforms was emphasized. So that in the Ministry of Education extensive studies are under processing. In this respect emphasis is put on the back ground conditions, whereas the objectives of the new curricula have to promote the analytical thinking and reasoning, besides skills to establish efficient relations with others.