This research aims to examine the reading comprehension questions in the Turkish textbook in the revised Bloom’s Taxonomy. For this purpose, comprehension questions in the 4th-grade Turkish textbook in the 2021-2022 academic year were examined. This study was conducted with the document analysis method, one of the qualitative research methods. In the analysis of the data, descriptive analysis, which is one of the qualitative data analysis techniques, was evaluated and classified according to the steps determined in Bloom’s Taxonomy. In the research, informative, narrative, and listening/monitoring texts were examined within the frame of the themes in the textbook. As a result of the analysis, it was determined that approximately 41% of the 376 comprehension questions were at the stage of knowledge, 15% of comprehension, 33% of application, 2% of analysis, 3% of the evaluation and 6% of creation. In the examined textbook, it has been determined that low-level cognitive skills such as remembering and understanding are more than the questions aimed at development of high-level cognitive skills in the last three steps of Bloom Taxonomy. It has been suggested that the questions related to high-level skills help raise individuals who can solve problems, look at events critically, think creatively, and sympathize, so the number of these kinds of questions at these steps should be greater.