The aim of this research is to evaluate KOALA Project which aims to support the bilingual and bicultural children, that is developed under Frankfurt Model in Hessen State, Germany. It is aimed to assess the Project with views of Turkish teachers, German classroom teachers, German school principals, Turkish students and Turkish parents. In the research, qualitative method and phenomology design is used. In order to choose the participants of the study, purposive sampling method and maximum variety sampling method have been used. Data has been obtained via the semi structured interview forms developed by the researcher. The data collection period has lasted for 10 months in Hessen State's cities. Content and descriptive analyses have been made in data analysis process. Results of the research are as follows: KOALA helps the students to develop their bilingualism in their bilingual and bicultural situations also to achieve better educational levels and to develop their self-esteem. In schools where KOALA principle is applied, attendance to Turkish mother tongue courses is complete. KOALA also supports Turkish teachers in their professional lives and emotionally. KOALA contributes to intercultural communication and learning. All teachers and school principals who state that KOALA should continue to be applied and be widespread in other schools suggest more course hours and Turkish teachers with adequate German language proficiency. The findings of the research show that KOALA Project is an important support for bilingual and bicultural students. The suggestions can be stated as: other research on KOALA be made; to inform the Turkish authorities about KOALA so that they can contact with the German authorities to help KOALA to be better applied and practiced in more other schools with Turkish children population.