This chapter delves into the governance and administration of Intensive English Programs (IEPs) in Turkish higher education, highlighting the pivotal role of national regulations, institutional roles, and collaborative frameworks in shaping their effectiveness. It examines the contributions of the Higher Education Council (YÖK) and Schools of Foreign Languages (SFLs) in overseeing and implementing IEPs, focusing on curriculum alignment with the Common European Framework of Reference for Languages (CEFR), faculty qualifications, and quality assurance processes. The chapter identifies critical gaps in administrative clarity, such as the lack of defined roles for testing, curriculum design, and material adaptation, which often burden instructors with dual responsibilities. Additionally, it emphasizes the importance of collaborative efforts between YÖK, university administrators, and external stakeholders in fostering best practices and achieving accreditation. Challenges such as limited funding, regulatory constraints, and institutional autonomy issues are discussed alongside opportunities to enhance governance structures, leverage technology, and strengthen professional development. The chapter concludes with recommendations for improving administrative frameworks, promoting collaboration, and pursuing accreditation to elevate the quality and global competitiveness of IEPs in Türkiye.