In this study, it is aimed to determine how the acquisitions in the B1 and B2 language levels in the Teaching Turkish as a Foreign Language Program are distributed according to the cognitive process dimensions of the Revised Bloom Taxonomy. The distribution o f taxonomically examined acquisitions according to language levels and skill areas was also determined. The Teaching of Turkish as a Foreign Language Program, which was prepared by the Turkish Maarif Foundation and published in the second edition in 2020, was used as the research document. The research was carried out in the screening model in accordance with the natüre of the basic qualitative research. The data of the research were collected using the document analysis technique and these collected data were analyzed by the content analysis method.Within the scope of the research, a total of 568 acquisitions were examined. As a result of the research, when all the acquisitions at the B1 and B2 language levels in the Program of Teaching Turkish as a Foreign Language are examined in terms of cognitive process dimensions, it has been revealed that the acquisitions are mostly in the stages of understanding, application and analysis. On the other hand, there are also gains belonging to the steps of remembering, evaluating and creating. However, it has been concluded that the evaluation dimension of the cognitive process is in the minority at both language levels and there is no gain in some aspects of the cognitive process at some language levels.