The aim of this research is to make an evaluation about how thediscourse on the Armenian question which occupies Turkey's agenda andposes an international challenge every year in April is articulated in ourcurriculum and school books. Thus, document analysis method has beenused for data collection. The school books of lessons such as socialstudies, history and History of Turkish Revolution and Ataturk's Principleshave been analyzed as they are considered to address the Armenianquestion as a separate unit. Descriptive analyses have been made basedon the data collected. According to the data acquired, while the textbooksof social studies in 7th grade and revolution history in 8th grade presentacquisitions related to the I. World War, they do not cover anyinformation related to the fight against Armenians on the section whichaddresses the East Front of the war. This section only mentions thestruggle against Russians. However, the textbook of revolution history in8th grade mentions the struggle against Armenians under the section ofthe East Front of the Independence War and gives information about thenational associations established by Turks against them and addressesthe genocide allegations very briefly. The curriculum of history in 10thgrade presents detailed and intensive information concerning theArmenian question under the section of additional explanations.Examples corresponding to such information addressed in the curriculumhave been presented in the textbook. Considering the fact that studentsbegin to learn historical issues starting from their first year in primaryschool, information acquired from a lesson of only one hour in 10th gradeabout a problematic matter like Armenian question will be inadequate.