The purpose of this study is to analyze 9th grade physics, chemistry and biology curriculums, which were implemented by the Ministry of Education since the academic year 2008-2009, in terms of scientific literacy themes and the balance of these themes and also to examine the quality of statements about objectives. Physics, chemistry, and biology curriculums were examined and coded independently by two coders who were faculty members in the branch of chemistry, physics and biology education. Cohen's kappa statistic results showed that there was high degree of consistency between coders. Analysis results revealed that the theme the knowledge of science in the chemistry curriculum and the theme the investigative nature of science in the physics and biology curriculums were well emphasized; however, the theme the science as a way of thinking was not adequately emphasized in each of the three curriculums. The findings of the study show that nature of science should be more emphasized in science curriculum to help each of citizens in our country become lifelong learners and have an adequate level of scientific literacy. (Contains 5 tables.)