In teaching Turkish as a foreign language, textbooks are among the most important and basic materials. In Turkey, the number of sets of textbooks teaching Turkish to foreigners serving the area is quite small. These few books have been the subject of various studies by the researchers. Considering the language skills that language learners should demonstrate at each language level, it is considered important that textbooks follow the cognitive skills steps in providing these skills. This study aims to classify the text comprehension questions in Gazi Turkish For Foreigners and Istanbul Turkish For Foreigners textbooks (B2 and C1 levels) used in teaching Turkish as a foreign language according to the Renewed Bloom Taxonomy and to make evaluations about the books. The study was designed in accordance with the logic of qualitative research methods and a research model based on document analysis was adopted. It was determined that the text comprehension questions in the books examined were concentrated on the basic level of the cognitive process dimension of the Renewed Bloom Taxonomy (recall, understanding, application); and the number of questions indicating high level cognitive skills (analysis, evaluation, creation) was quite low.