This study is a descriptive and qualitative research aimed to determine the cultural learning outcomes that Turkish and Turkish origin secondary school students living abroad, (through the example of Kyrgyzstan/Bishkek) can gain through baglama/saz education. Research methods and techniques of "Program Effects Case Studies" and "Critical Instance Case Studies" under the main title of "Case Study" were chosen as research methods. Students selected for the study were noted to exhibit similar characteristics that were close to each other as age, physical qualification, and musical talent. A special repertoire of 30 hours in 15 weeks, has been established for these students (nine students) by obtaining expert opinions and approvals. In accordance with the purpose of the study, melodies which contain elements belonging to Turkish culture, stories of different regions and associated with folk dances if possible were preferred.The melodies were chosen according to the level of the students in terms of usul (Turkish music measurment style) and register. To reveal the extent to which the baglama/saz education carried out with a specially created repertoire affects the cultural attainment of the students, interviews were conducted with the help of forms consisting of open-ended interview questions with the social environment and the pre-and post-education status of the students. In the analysis of the qualitative data obtained after the interviews, the difference between the students' cultural attainments before and after the education was determined by the comparative analysis method and the findings were obtained and interpreted. In light of these results, it was observed that the students who participated in the study, by adopting values specific to Turkish culture, were willing to learn more compared to their pre-study situation and shared the information they learned with their social environment.
Keywords: Music Education, Instrument Education, Baglama, Saz, Cultural Identity, Music Education Abroad, Turkish Folk Music.