The desideratum from Turkish coursebooks is that they should play a critical role in bridging the present with the past and future, in addition to being the product of a perspective that aims to catch the era. The main expectation is for students to be aware of national, spiritual, and cultural values that align with the content and objectives of the native language course so that they develop and reinforce their national sentiments and perspectives with this awareness. Hence, it is vital to introduce elements and works of Turkish culture to satisfy students' expectations. This study comprised an identification and evaluation process of folklore elements in secondary school Turkish coursebooks. The study data—mainly based on document analysis—was separated by Sedat Veyis Örnek's classification of folklore study subjects and analyzed with the descriptive analysis approach. According to the study results, it is viable to assert that secondary school Turkish coursebooks contain historical and cultural elements—albeit with certain deficiencies—in numerous literary genres to pass on Turkish culture to future generations.

Folklore, Culture, Turkish Course, Course Book