This study seeks to assess the extent to which EU-funded projects administered by schools and other institutions are aligned with the strategic priorities adopted by Turkey’s Ministry of National Education (MoNE). With this objective in mind, the thematic distributions of projects in the field of special needs education were examined and the policy priorities stated in documents composed by MoNE were comparatively evaluated. The study followed a qualitative research model by conducting document analysis to inspect a total of 158 Erasmus+ projects funded by the EU between 2012 and 2017. The projects were analyzed according to their numerical and financial distributions by year, geographical region, institution type, and disabled groups within the target population. Furthermore, content analysis was applied to examine projects’ thematic distributions. The study concluded that project funds are disproportionately distributed to institution types, target groups, and geographical regions and that projects’ strategic alignment with Ministry policies needs to be strengthened, especially in terms of how project funds are used. Finally, it is recommended that the distribution and use of international funds be structured in line with the policy priorities adopted by the Turkish National Education System and that cooperation between policy makers and executers not only in the allocation of funds but also in their administrative, financial, and legal management processes be strengthened.