In this study, the primary school curricula currently implemented in Turkey were examined. For this purpose, applying the document analysis, a qualitative research method, the curricula contents taught in the Turkish primary schools in the 2020-2021 academic year were analyzed by referring to the curriculum development process. Within the scope of the analysis, the goals, contents, teaching and learning processes and evaluation elements of the curriculum were analyzed to reveal the degree of their coherency with the general goals and principles of the programs. An important change observed in the updated nationwide curricula put into practice by the Turkish Ministry of National Education in 2018 was an attempt to create consistency with the explanations in the curriculum introduction. Thus, an attempt was made to eliminate the disconnect across various curricula that had resulted from the subject-centered curriculum development efforts in the 80's, but the findings obtained in the current study show that the problem still persists. This problem can be observed in multiple curricular dimensions such as philosophical foundations, designs, content arrangements, and learning outcome attainment levels. As such, curriculum development and revision work is expected to continue by course and education level.