This study aims to determine the relationship between curriculum literacy and teacher performance among Turkish language teachers. With a quantitative research design, a correlational survey model was utilized for this study. The study was conducted with 200 secondary school Turkish language teachers. This study used the Curriculum Literacy Scale and Teacher Performance Evaluation Scale as data collection instruments. The obtained data were transferred to the statistical program Jamovi 2.2.5, where statistical operations were performed. Standard deviation, mean, frequency, and percentage were used during data analysis. The relationships between dependent and independent variables were examined using the independent samples t-Test and one-way analysis of variance (ANOVA). Correlation analysis (Pearson product-moment correlation coefficient) was conducted to determine the relationships between scales and their dimensions. Utilizing linear regression analysis, the predictive role of curriculum literacy in teacher performance was determined. Results demonstrated a positive and highly significant correlation between curriculum literacy and teacher performance; curriculum literacy was a significant predictor of teacher performance. In addition, curriculum literacy did not differ significantly by gender or professional experience. There was also a significant difference in teacher performance in favor of female Turkish language teachers, but there was no significant difference in teacher performance based on their professional experience.