The curriculum that changes according to the age conditions helps the individual adapt to society. One of the programs created in this context is the life studies teaching program. The objectives of the curriculums prepared gain importance in this context. This study aims to examine the 2015 and 2018 life studies curricula according to the Marzano and Kendall taxonomy; the document review method has been used. The objectives and explanations of the 2015 and 2018 life studies curricula, which were accepted by the Ministry of National Education, Board of Education and Discipline, have been examined as a document. For the analysis of the research data, the form objectives created by Marzano and Kendall have been used for evaluation. According to the results, 2015 and 2018 life studies teaching programs are generally included in the cognitive system according to Marzano and Kendall's taxonomy. The objectives in the self-system are insufficient. In addition, while there is an objective in the 2015 curriculum in the metacognitive system, there is no objective in the 2018 curriculum. In the context of knowledge, the 2015 and 2018 curricula' objectives include mental procedures and psychomotor procedures more than the information area. However, both 2015 and 2018 curriculum outcomes focus on mental procedures and psychomotor procedures of generally retrieval and comprehension levels.