Various changes have been applied within the Curriculums of Turkish Courses from past to present. The curriculums prepared for the purpose of enhancing the quality and efficiency of the education to be provided in Turkish courses were sometimes performed fully and sometimes by partially undergoing several changes. Educational curriculums are of utmost importance in terms of quality education since these are the tools of guidance for providing the time and techniques for the skills to be gained. Various social and cultural changes occurring throughout the world along with the innovations in information and data processing technologies have affected educational philosophies and approaches, which then turned it into a necessity to apply various changes within the educational programs. Turkish educational programs were required in order for the Turkish education to be performed in an organized way for certain purposes, and most importantly in a coordinated manner throughout the country. These programs have been practised until today by undergoing changes within the context of various subjects required in different years. The Turkish educational 1924,1927,1929,1938,1949,1981,2006 and finally in 2015, starting from the Republican Period until today. programs were prepared during the years 1924,1927,1929,1938,1949,1981,2006 and finally in 2015, startingfrom the Republican Period until today.In this study, 2006 and 2015 Turkish course curriculums werecomparatively compared. In our country, the arrangement andpublication of the curriculum of a certain lesson are among the tasks ofthe Turkish Education Board. Several changes were planned by TheBoard of Education and Discipline so as to be applied within theTurkish Course Curriculum prepared in 2006 owing to the strikingchanges in information technologies, various developments experiencedin the world of science and several flaws determined by the practitionersof the current curriculum; and the newly prepared curriculum waspresented design for the access of the partners involved in this matter.By suspending the designed curriculum for a certain period of time, theeducators were asked to make an evaluation on the involvedcurriculum. In this study, 2015 Curriculum of the Turkish Courses wasevaluated in accordance with the categorical content analysis accordingto 2006 Curriculum of the Turkish Courses. The basic approaches ofthese two curriculums were dealt with in the first place. Thesecurriculums were analyzed in terms of general objectives, the structureof the curriculum, learning domains, class acquisitions, themes andtopic examples according to class levels as well as the types anddistributions of reading and listening texts to be included in the coursebooks. The headings that were examined were tried to be presented inthe form of tables, and different aspects of both of these curriculumswere displayed. At the end of the study period, the typicalcharacteristics of the Turkish Course curriculums planned to beperformed step by step during the educational year 2016-2017 werediscussed, as well. The skills planned to be acquired by students duringthe Turkish classes of the new educational program were also tried tobe explained. The study was completed after the suggestions on thesubject were offered to the educators who were the practitioners of thiscurriculum Education is a process that purposefully creates changes inindividuals’ behaviours through their lives in the desired direction (Büyükkaragöz, 1998, p. 26 ). Defining the subject in a more generalsense, however, Fidan ( 2012, p. 4 ) stated that education was theprocess of educating and training people according to certain purposes.According to Sönmez ( 1991, p. 95-99 ), on the other hand, education isboth a balancing and a transforming tool since life itself is always in acontinuous transformational process. To him, the function of educationis to raise and educate individuals according to the requirements of theage by determining certain objectives, carrying out and validating theseobjectives as well as imbuing education with consistent values.Educational programs or curriculums are the texts that allow agiven course to be taught in line with the specified targets within agiven standard. Curriculums are of significance due to theircharacteristics of guiding the path to be followed by educators in theireducational activities. Countries reflect their policies on educationalpractices, and eventually, allowing individuals to acquire certain traitsforeseen by country policies is provided through the educationalprograms performed in this respect. The curriculum is defined as all ofthe activities provided for students by the involved school for thepurpose of implementing the general and basic objectives of thenational education (Varış,1994). Educational programs are necessary soas to be able to perform education in a planned and qualified mannerand in line with the required objectives. Curriculums (educationalprograms), considering it from the perspective of the ‘’followed path’’,cover subject lists, course content, study program, educationalmaterials, courses, targeted behaviours and anything that is planned tobe taught within and out of school environment (Demirel, 2006: 1-2). In other words, an educational program can be defined as thetotal regular learning experiences the students undergo in order to beable to achieve the desired level in education. (Bilen,2006, p.46). In thisstudy were the Turkish educational curriculums analyzed. The studywas limited to the analysis of 2006 and 2015 Turkish educationalprograms. From the time of the proclamation of the republic until today,Turkish educational programs were prepared, in which several changeswere made on certain dates. Turkish educational programs wereprepared during the years 1924,1927,1929,1938,1949,1981,2006,respec