This study aims to examine the evolution and transformation of instructional methods in Turkish Language Curricula between 1926 and 2024. Utilizing a qualitative research design within the framework of the document analysis method, the study analyzes primary and secondary level Turkish language curricula published in the years 1926, 1929, 1930, 1936, 1948, 1962, 1968, 1998, 2005, 2009, 2015, 2017, 2019, and 2024. The collected data were analyzed through descriptive analysis, a qualitative data analysis technique. Findings indicate that significant changes have occurred over time in the four fundamental components of the Turkish Language Curriculum, reflecting the broader shifts in educational philosophy and methodology since the foundation of the Republic. Among these changes, the most notable transformation took place in 2005 with the paradigm shift from a behaviorist to a constructivist approach. This shift marked a move toward a student-centered and interactive learning environment. The study highlights the key milestones in the historical development of Turkish Language Curricula and underscores the evolving nature of instructional methods. These findings offer valuable insights into the pedagogical and philosophical transitions that have shaped language education in Türkiye.