Mother tongue education is quite important for bilingual children who live in abroad in respect to acquisition of their cultural values. Therefore, curriculums and course books, which will be used in mother tongue education, should have qualifications that are organized in a fulfilling and sufficient manner. Course books that are designed for children living abroad should have true wording, and in terms of content their texts are supposed to be in phase with linguistic principles. Moreover, visualizations should be in compliance with the content. The current research concentrates on the course book that was prepared for children who are Turkish native speakers and live in Europe. The objective of the research is to assess the texts that are within the course books in respect to their consistency, visualizations, language and expressions. In addition to being designed through document review method, the current research is quantitative. The sample of the research took into consideration the course material of Turkish Language and Culture course for 6th and 7th grade primary education students that was prepared by Ministry of National Education, Board of Education and Discipline’s decision numbered 121 and dated 02.09.2010 in order to be used abroad (in the UK, Belgium, Germany). Texts within the book were analysed and assessed in terms of criteria that are required to be met in curriculum for Turkish Language and Culture course by Board of Education and Discipline. Descriptive analysis method was in use in the course of the analysis. Some conditions such as consistency, language, expression and visualization were described on several texts that were chosen from the book as a sampling. According to the results of the research some problems regarding to consistency and informing were identified in the course book that was prepared to teach Turkish Language and Culture abroad. Moreover, some errors that are related to language and expression, and some inconsistencies between visualizations and content were identified Mother tongue education plays an important role for socializing ofindividual with development of his/her emotion and thought in basiceducation process. Mother tongue education is essential for individualsin terms of their social, cognitive and affective improving and it alsoeffects personality, thought and some other dimensions directly.Individuals must have some abilities like independent thinking,accurate understanding, objective behaving and good articulating.These abilities improve by means of mother tongue so first of allindividual must comprehend good and deep impression presented by his/her mother tongue. Language of texts which are used in coursebooks for teaching of Turkish via curriculums and cultural elementspresented in texts are quite important. Course books, which areessential for education, are prepared for student’s cognitive andeffective abilities and are also presenting contents and knowledge tothem, are teaching materials.Because of carrying out these functions, true life and producingknowledge is transferred by course books. Either in Turkey or in foreigncountries, course book which prepared for Turkish teaching shouldhave qualified texts in respect of linguistic and visual sides. Especiallythe course book which are written for our citizens and their childrenliving in a bilingual culture should have forenamed scientific principlesand more. These texts should be written meticulously. Because thechildren living abroad and far away from their own cultures are to bringup as a foreigner to their culture in a postmodern world.THE PURPOSE OF THE STUDY:The study aims to analyze the functions of the course bookswhich is prepared to raise language awareness of the children and toteach Turkish to them. In this context it is emphasized those arequestions about analysis of selected texts as samples.METHOD:In this study document analysis method, which is one of thequalitative research methods, has been used. Document analysisconsists of analysis of written materials which has data aboutphenomenon and phenomena aimed to research. Documents areessential data resources which should be used effectively. In this study“Turkish and Turkish Culture Class” course teaching material preparedfor 6th and 7th grade primary school children by decision of Ministry ofNational Education, Board of Education and Discipline has beenaccepted as the document.FINDINGS AND INTERPRETATIONS:When Turkish Course part of Turkish and Turkish Culture Classteaching material has been analyzed it is clear that some texts of thebooks has been selected inelaborately and the plot has somedeficiencies because of shortening. The plot is not summarized orshortened but it is analyzed. Mentioning about characters, time andplace by ignoring the plot causes errors. Rewriting of texts because oftheir lengths and fill the gaps between these texts are very important forstudents in terms of structuring the texts if it is necessary. However,these changes are being made, purpose-instrument relationship shouldnot be ignored. Cohesion, main idea and style of the texts have to beprotected. Furthermore instead of ignoring editing the texts, principlesmust be determined and regulations must be made within the frame ofthese principles. But we can say that shortening in the book which isused for research doesn’t reflect this issue. Keloglan ile Anasi(p.43)Ferhat ile Sirin (p. 2) and Halk Oyunlari(p.36) can be exemplified.Consideration of transferring traditional culture to the children ismore than their reception. As the culture is being transferred, modernworld in which these children live should be considered. Children like entertainment and movement. Static, utopic and pessimistic ideologycannot be accepted in children’s world. Death team is mostlyemphasized in the texts. Death, homicidal attempt and committing