In order to facilitate the realization of the historical understanding, which can be defined as the problemsolving process of students like a historian, on a subject in the past, asking appropriate questions on the relevant topic and period in the textbook plays a key role in both determining and analyzing the originality of the evidence. This study aims to reveal what type of historical understanding can be developed by students with the questions in the "History of the Turkish Revolution and Kemalism" textbook. For this purpose, the questions in the textbook were analyzed according to the scheme prepared by Goudvis and Buhrow (2011) to show the historical understanding reflected by the question types. In the study, document analysis was used within the scope of the qualitative research approach. The data obtained were analyzed with the descriptive analysis technique. First of all, the questions in the textbook were categorized according to their types, and then the historical meaning reflected by the question types was determined. Accordingly, it was determined that out of 435 questions in the textbook, 320 of them are information-seeking questions, 99 of them are explanation-seeking (Why? How?), 1 of them are questions of empathy, 7 of them are questions that encourage imaginative thinking and supposition and 8 of them are questions that prompt historical investigation or challenge information. According to the categorization of Goudvis and Buhrow (2011), it is seen that there are all five question types in the textbook, but their distribution is not balanced. It is understood that the question types in the textbook are capable of developing historical understanding such as providing historical information, clarifying existing information and correcting misunderstandings, however, the question types are not capable of providing high-level historical comprehension skills such as being aware of other perspectives, interpreting, thinking outside the patterns, analyzing and synthesizing evidence.