The purpose of this research is to determine the taxonomic levels of the acquisitions in Primary School Mathematics Teaching Program according to the revised Bloom Taxonomy. Qualitative research methods used in the research were document review. In this study, qualitative research approach was adopted and the research data were collected by the technique of document review. The research data were derived from the acquisitions of the Elementary School Mathematics Curriculum updated in 2018. The taxonomic levels of the 229 acquisitions in the study, which were published in the Primary School Mathematics Teaching Program (1st - 4th grades) published in 2018, were determined according to the Revised Bloom Taxonomy. In the analysis of the data, content analysis technique was used. Classroom acquisitions have been examined according to the revised Bloom Taxonomy; the equivalents of the acquisitions are determined according to the lower steps of the taxonomy and are listed as frequency. According to research findings, it was determined that the acquisitions of 1-4th grade course in Primary School Mathematics Teaching Program are concentrated in lower level steps such as application, understanding and remembering which includes lower level cognitive steps, and acquisitions including higher level cognitive steps such as analysis, creation and evaluation. The research findings suggest that higher grade cognitive steps should be included in the acquisitions prepared for the students at the class level in the primary school.