The aim of this research is to examine the 2018 secondary school Turkish curriculum interms of 21st-century skills. In accordance with this purpose, the situation of 21st-centuryskills in the 2018 Turkish class curriculum was investigated. As a qualitative researchmethod, document analysis method was used for examining the curriculum in terms of 21st century skills, and the sample document in this study is the Turkish class curriculum. In thestudy, document analysis was used as a qualitative data collection tool in order to examinethe Turkish course curriculum. For this purpose, the entire 2018 secondary school Turkishclass curriculum was examined. In the document analysis, benchmark skills are createdaccording to the “Partnership for 21 Century Skills” (P21) classification. The skills are seen tobe composed of three main skill fields: learning and innovation skills, knowledge, media andtechnology skills, and life and career skills. According to the document analysis, the skillsmostly included in the Turkish course curriculum; communication, critical thinking, anddecision making in general purposes (specific purpose, competence, achievement); problemsolving, communication and collaboration in content; critical thinking, productivity, medialiteracy, learning to learn in teaching and learning processes; creativity, media literacy,learning to learn and self-direction skills in measurement and evaluation items. The leastfrequently mentioned skills are innovativeness, collaboration, media literacy in generalpurpose; critical thinking, decision making, media literacy in content; accountability,leadership, innovation, flexibility, and adaptability in learning-teaching processes;communication, cooperation, information literacy, leadership, and taking responsibilityskills in assessment and evaluation.