It is widely accepted that learning becomes more enduring and deeper if geometric concepts are presented in various orientations and dimensions in textbooks. The purpose of this study was to examine how geometric concepts are presented in the Turkish elementary mathematics curriculum and the textbooks in terms of sizes and orientations. For this purpose, the elementary school mathematics curriculum and two sets of textbook series were examined. Results showed that the presentation of the geometric shapes and concepts in both curriculum and textbooks was not systematically handled. It seems that a more systematic approach could be applied in designing the activities for geometry learning. Implications for mathematics education, curriculum design, and textbook writing were discussed. (Contains 4 tables.)