Reading, which is one of the learning areas of the Turkish course, is one of the basic skills that the student will use throughout his/her life. Based on this understanding, the curricula of the Turkish course focus on improving students' reading-comprehension skills from first grade to eighth grade. Recently, alternative reading methods and techniques such as creative reading, critical reading, guessing reading, reading by discussion, reading by asking questions and reading by acting have come to the fore in improving reading skills. Among these, especially creative reading emerges as an important technique that positively affects reading comprehension skills, reading motivation and reading attitude. This study aims to determine the suitability of reading outcomes in Turkish Course Curriculum (TCC) for creative reading. In the study, "Creative Reading Conformity Criteria Form" determined by the compilation of the relevant literature was used as the data collection tool. The study objects of the research constitute the reading outcomes in the 2019 Turkish Course Curriculum (TCC). Document analysis method was used in the research, which was designed with a qualitative approach. Content analysis and descriptive analysis, which are among qualitative research techniques, were used in the analysis of the data. As a result of the research, it was determined that 14 out of 103 reading outcomes at primary school level (grades 1-4) in 2019 TCC and 15 out of 142 reading outcomes at secondary school level were suitable for creative reading. Despite the numerical increase in reading outcomes from primary to secondary school, it was determined that the outcomes suitable for creative reading did not increase at the same rate.