In this study, it is aimed to examine the text-based questions in the secondary school Turkish textbooks according to the revised Bloom's Taxonomy and to evaluate these questions according to the cognitive domain steps. In the research, the text-based questions in the Turkish textbooks approved by the Ministry of National Education were examined by document analysis method, and a separate analysis was made for each grade level. As a result of the study, it was seen that the text-based questions in Turkish textbooks concentrated on the steps of remembering and understanding. It is noteworthy that in the fifth, sixth and seventh grade Turkish textbooks, the questions that serve high-level thinking skills have lower rates than the questions of other skills. This situation differs only in the textbook for the eighth-grade level. The variation in the number of questions at all grade levels and in all themes at these levels reveals the unplannedness in the textbooks. The research reveals that it is necessary to develop high-level thinking skills of students at the secondary school level and to support this goal with textbooks, which are the most used teaching materials in education. [For the full proceedings, see ED630893.]