In this study, 8th grade Turkish textbooks prepared according to 2018 Turkish Curriculum are evaluated. In this context, the distribution of activities in the book in terms of reading, writing, speaking and listening and grammar, and the frequency of use of texts in terms of species were determined. In addition, 8 Turkish teachers who teaching the book were interviewed and teachers' opinions were taken. Data were collected through document analysis and semi-structured interview form. In the analysis of the obtained data, content analysis from qualitative research methods was used. The data are organized according to the themes of the research questions. The findings were defined according to the sub-poblems of the study. In the study, it was found that the activities did not show a regular distribution according to the learning areas, and that the informative and narrative texts were more than the types of poetry. Teachers find the books favorably in terms of text selection, poetry selection and theme dictionary however they find the book negative in terms of not attracting the attention of the students, not including the current topics, the simple evaluation of the theme and the lack of rich visual content.