This study aims to exhibit the current situation of migrant, refugee, asylum-seekers concepts in Social Studies Curriculum (2018) in Turkey in detail. This study, in which qualitative research method was applied, used document review for the detailed examination of the social studies curriculum. It referred to descriptive analysis technique in the analysis of the data obtained. The results of the research show that the concepts of migrant, refugee, asylum-seekers are not included in the social studies curriculum at all. The six criteria discussed (special purposes, basic skills, values, achievements of the social studies curriculum, issues to be considered in the implementation of the curriculum, the structure & learning areas of the curriculum), partially found a place directly or indirectly in the curriculum. However, there is a disproportionate distribution as seen in the findings. While 11 out of 18 values in the values section, 4 out of 7 learning areas can be associated with the concepts of migrant, refugee, asylum-seekers in a direct or indirect fashion, merely 15 out of 27 skills and only 15 out of 131 total achievements are associated with these concepts. Thereupon, the study reveals that the number of items, particularly the number of achievements, is insufficient in terms of concepts discussed whilst schools treat courses subject and achievement centered. In this respect, the researcher suggests that the distribution rates of migrant, refugee, asylum-seekers concepts should be more balanced in the curriculum amongst the criteria discussed in the study. A learning area for inclusive education should be created that includes all disadvantaged individuals directly. Accordingly, special purposes, issues to be considered in the implementation of the program, values, skills and achievements should be updated in the social studies curriculum (2018).