In this research, the history of Turkish Revolution and Atatürkism textbooks used in the grade 8 which were written in the light of 1981 and 2006 curriculum principles were compared according to the differences in the way to present knowledge. The study designed based on the qualitative research orientation. Document analysis was adopted in the comparison of textbooks and semi-structured interview also aimed to explore the teachersviews about the textbooks that they use in their teaching process. Content analysis method was conducted for examining the data gathered from documents analysis and interviews. In this research, five textbooks were examined and 24 history teachers were also interviewed. Document analysis underlines that the textbooks which were written in the light of 1981 curricula included a number of informative excerpts which presents direct information. However, on the contrary, the textbooks which were written in the light of 2006 curricula included visual and written sources in their pages. The analysis of interview also indicated that while teachers pointed out 78 negative and 16 positive viewpoints about the presentation of information of the textbooks written on the basis of 1981 curricula, 40 negative and 127 positive viewpoints were raised about the textbooks written on the basis of 2006 curricula.