In this present research, it was aimed to evaluate the first grade Turkish Reading and Writing Textbook through the opinions of the elementary school classroom teachers. The research employed explanatory mixed methods design since it contained both quantitative and qualitative stages together. A total of 191 elementary school classroom teachers working at elementary schools in Turkey’s Şanlıurfa province in the 2019-2020 school year participated in the research. In the process of collecting data, a questionnaire form and a semi-structured interview form prepared by the researcher were used. While SPSS package program was used in the analysis of the quantitative data obtained, descriptive analysis method was used in the analysis of the qualitative data. As a result of the research, it was revealed that the elementary school classroom teachers regarded the first grade Turkish Reading and Writing Textbook as sufficient in this context. When the results related to the qualitative stage of the research were examined, while the teachers who make use of the textbook as a resource during the reading and writing teaching process, consider the sections of the textbook related to making the phonics feel and recognition sufficient the syllable and word transition sections were deemed insufficient.