In this study, a methodological analysis of the history teaching system in the secondary education system of the Republic of Turkey was conducted. Particular attention was paid to the structure of the history curriculum, teaching methods, textbooks used, the assessment system, as well as interdisciplinary connections and methodological features. The study employed qualitative and content analysis, a historical-comparative method, and pedagogical observation. A structural and content evaluation of the “Social Studies” textbooks for grades 5-7 and “The History of Reforms of the Republic of Turkey and Kemalism” for grade 8 was carried out, assessing their role in shaping national and global historical perspectives. The content analysis method was aimed at studying the structure of curricula and textbooks. Through documentary analysis, Turkey’s national educational standards and curricula were examined. As a result of the study, the characteristics of history teaching as an integral part of Turkey’s national educational program were identified. The process of teaching history is aimed at forming students’ historical memory and understanding of national and universal values. It was determined that history teaching methods in Turkish schools influence the development of students’ thinking systems, and a scientific analysis of the methodological aspects of history teaching was conducted.