Purpose: In this paper, "Turkish language and culture classes (TLCL) " in Belgium are chronologically presented from past to present and based on the challenges and problems faced, a case study was conducted. Furthermore, an integrated model is presented to address the problem of suspended and ill-structured Turkish language education in the Flemish Region. Design/Methodology/Approach: Since 30 June 2016, Turkish language and culture classes have been suspended in the Flemish Region of Belgium, a federal state composed of communities (Flemish, French, and German-language) and regions (Flemish, Walloon, and Brussels Capital), which makes it problematical for the Turkish community to keep its language and culture alive through classes. Since 2016, some local NGOs have been able to organise ‘Turkish-language and culture classes’ in the Flemish Region through programmes funded by the Presidency for Turks Abroad and Related Communities in Turkey. While this appears to be a short-term solution to the problem of suspended Turkish language classes at schools, a new model should be drafted in order to adopt an institutionalised and longitudinal school-based approach as a long-term solution. Findings: For an effective Turkish-language and culture teaching and learning process, some important and sustainable measures should be taken into account. A negligence suspension after 2016 has affected Turkish-language and culture teaching and learning processes, heralding a period of regression. Pursuant to a Protocol signed by the Flemish Government and Turkish Government, TLCL were resumed in Flanders in the 2019-2020 academic year, with a model-based approach presented in this study. Highlights: This educational model came about thanks to a theme-based, multilingual approach, which is integrated successfully in Flemish schools by bilingual, local teachers living in Flanders.