The importance of course books has been increasing in proportion to developing and improving technological capabilities. In order to assess the scientificity and the main approach that course books have adopted, it is necessary to analyze them. Course books which do not reflect the approach they have adopted may have an influence on the misinterpretation of that approach. In this study, the congruence level of primary school Turkish course books with the constructivist learning approach is examined. In this study, Turkish course books printed by publishing companies and distributed in sets of three as course book, workbook, and teacher’s book were randomly chosen from among those that were available and were examined using the criteria developed through the survey method. Based on the analysis, it was found that in the examined sets of course books, there were some deficiencies and the books did not accurately reflect the constructivist approach, that the course books were inadequate in terms of visual support, theme contents in them did not reflect different dimensions, and that workbooks consisted of activities inadequate in terms of visual reading and visual presentation and did not include different activities. As for teacher’s books, it was concluded that the books did not encourage research, were inadequate in terms of assessment and evaluation, were unsuccessful at giving instructions and consisted of mistakes in terms of methods and techniques. In the light of these findings, suggestions were made including the adding of an item like “congruence with the constructivist learning approach” among the criteria used in course books analysis