When the course materials prepared in the field of teaching Turkish to foreigners are carefully examined, there is no holistic consistency regarding the instructional design. Dimensions such as theme and unit starters, to what extent and how grammar is handled, to what extent and with what kind of design skills are included, what kind of strategy is followed in terms of vocabulary teaching, to what extent and with what road map cultural dimensions are included, what kind of perspective is taken on assessment and evaluation, instructional language, theme naming and sequencing are very important in terms of the instructional design of textbooks. In this study, the above-mentioned dimensions were analyzed comparatively in Yedi Iklim, Yeni Hitit and Yeni Istanbul textbooks. The study was based on a case study from qualitative research methods. Each textbook was accepted as a document and data were collected through document analysis. Inspired by McGrath's (2002) study, a review form was developed to examine the pedagogical design of textbooks. In this context, the researcher collected the data through document analysis by creating an evaluation form titled "Examination of Teaching Turkish to Foreigners Textbooks in terms of Pedagogical (instructional) Design" by taking expert opinion and revealed the findings through content analysis.