This study intends to present the similarities and differences between the Primary School Turkish Lesson Program (former program) drafted in 2004, finalized in 2005 and took its final form in 2009 by the amendments, additions and revisions; and the Primary School Turkish Lesson program (new program) prepared in 2015, in terms of the approaches based on, their contents, objectives, and assessment and evaluation. Turkish lesson education programs were compared and evaluated in terms of their similarities and differences. Document analysis technique, one of the qualitative research methods, was used in this research. Analysis unit of the research consists of all the relevant printed resources of 2009 Primary School Turkish lesson program and 2015 Primary School Turkish lesson program prepared by the Head Council of Education of Morality. As a result of research, it was observed that; in the reading-writing process of 2015 Turkish lesson program, the letters were classified differently, and that amendments were made on the writing styles and writing properties of some letters. Also gains also changed along with the learning domains, and these were indicated in the new program in accordance with the class level.