The aim of this study is to analyze the curriculum of social studies in terms of tourism. In line with this objective, the document analysis method among the methods of qualitative research was used. In the study, the 1968 Elementary School Curriculum (Social Studies Curriculum), 1998 Social Studies Curriculum, 2005 Social Studies Curriculum, and 2018 Social Studies Curriculum were used as the research material. The research materials were analyzed through the descriptive analysis method. The direct and indirect concepts that may be associated with tourism were determined before conducting the material analysis within the scope of the descriptive analysis method. In this regard, the concepts of tourism, tourist, cultural element, intangible heritage elements, cultural elements, travel, journey, types of tourism, tangible remains (ancient city, museum, historical structure, monument, etc.), works of art and culture, natural beauty, common heritage elements, activities (culture, art, sports, exposition, exhibition, fair, etc.), entertainment, and objective of tourism were determined as direct concepts of tourism. The indirect concepts of tourism were determined as concepts of cultural interaction, national value, geopolitical position, geographical features, international relations, cultural heritage, economic activity, national consciousness, culture, national culture, art, and aesthetics. As a result of the analysis conducted in regard to these two categories, it was determined that the curriculum which included tourism at the highest level was the 1968 Social Studies Curriculum, and the one that included it at the lowest level was the 2018 Social Studies Curriculum. As a result of the study, it was concluded that in a period when the importance of tourism gradually increases for the countries, the same importance is not reflected in the curriculum of the social studies.