The aim of the study is to reveal whether the common Turkish culture reflects in the education process by examining Turkey, Azerbaijan, Turkmenistan, Kyrgyzstan and Uzbekistan textbooks, how much and what elements reflects, if it does. In this study, a case study pattern, one of the patterns suitable for qualitative research tradition, was used. Convenience sampling method, which is one of the purposeful sampling types, was used in the research. Within the scope of the study, 47 textbooks from 5 Turkic world countries including Turkey, Turkmenistan, Uzbekistan, Kyrgyzstan, and Azerbaijan were investigated. In the research, the data were analysed by document review. In the research, after the data were collected through document review, they were analyzed through descriptive analysis. In this research, Turkish culture has been examined as a topic in the textbooks. Information about Turkish culture in the textbooks examined within the scope of the research is considered sufficient by the field experts. However, researches show that students; level of knowledge about the Turkic World is insufficient. For this purpose, a commission can be established on the teaching of these courses, and common principles can be established on the special teaching of history, literature, and art courses in Turkish society. When the titles in thetextbooks examined in terms of Turkish unity and integrity are considered, teaching the Turkish World emphasis and culture seem to get more space in the textbooks taught as courses in Turkey. Common points in the textbooksexamined within the scope of the research were tried to be given in a detailed way. The aim here is the idea that it will shed light on various lessons on the subject of the common textbook. Common titles in this research may also be the title of the common courses to be prepared.