National education, especially in the teaching of national issues and in making important decisions about the past, present and future of a country, is quite great. The role of national education, which is one of the most important stops of life, on human beings is an indisputable fact. Turkish education has a special importance in the teaching of national subjects. For this reason, Turkish education should be planned meticulously from the curriculum to the textbooks. Since the secondary school age is the transition period from concrete transactions to abstract transactions, a qualified education to be given in the subjects of national sovereignty and democracy is very important in this period. The aim of this study is to determine how much space is given to the concepts of national sovereignty and democracy in Turkish Education. In line with this purpose, the objectives, achievements, themes and texts related to the concepts of national sovereignty and democracy in the 2019 Turkish Course Curriculum and the 5th, 6th, 7th and 8th grade Turkish textbooks taught in the 2019-2020 academic year were tried to be determined. In the study, basic qualitative research design was used from qualitative research designs and data were obtained through document review. The data obtained as a result of the research were divided into categories through content analysis and these findings were interpreted by descriptive analysis. In this study, first of all, the general and specific objectives of the current Turkish Course Curriculum were examined. It was determined that 2 objectives in general purposes and 1 purpose in special purposes were related to the concept of national sovereignty and democracy. Another section examined in the Turkish Course Curriculum is the themes section. It was determined that 5 of the 16 themes included in the program included issues directly related to the concepts of national sovereignty and democracy. While making this determination, the issues included under the themes have been an important indicator. When we look at the ratio of the concepts of national sovereignty and democracy in the themes, it can be said that it has a very good ratio. Almost a third of the themes are related to the concepts of national sovereignty and democracy. Finally, the achievements in the program were examined and none of the 5th, 6th, 7th and 8th grade listening/watching, reading, speaking and writing achievements could be directly related to the concepts of national sovereignty and democracy. This is quite remarkable because the achievements are taken into consideration especially when preparing the activities in the textbooks, in-class activities, exam questions, etc. This is a deficiency because the possibility of encountering the concepts of national sovereignty and democracy in the activities during the course process decreases. In the programs to be prepared, the inclusion of the concepts of national sovereignty and democracy in the achievements will enable students to better understand these concepts. In addition, in the teaching of these concepts, planning a spiral teaching will facilitate the achievement of the desired goals in this regard.