Language training is a means of both improving communication skills in individuals and realizing a life-long training process. Schools where a planned training process is realized are institutions where various details like the teacher, teaching process, learning environment, curriculum are systematically organized. One of the most important stages in this planning are the training curriculums. The first two Turkish Language curriculums of primary schools in Republic Period date back to 1924. However, these first two curriculums (Primary School Turkish Language Course Curriculum of 1924 and High School First Semester Turkish Language Course Curriculum of 1924) did not include a section defining the general aims. In the curriculums prepared in the following years, general aims were given under heading such as "Target", "Aim", "Objectives". The aim of this study is to evaluate the general aims of Turkish Language curriculums of primary schools in the Republic Period by comparing them in terms of linguistic skills (reading, writing, speaking, listening, visual reading and visual presentation), national values and intellectual skills. To that end, 15 curriculums prepared in the Republic Period were examined using categorical content analysis. In the evaluation process, sentences in the Turkish Language teaching curriculums, which defined the general aims, were separately coded by two researchers. In this coding, the sentences were taken as the main units. Any differences in the coding of two researchers were checked by a third researcher. Slight differences were determined between the coding of two researchers and the opinions of third researcher were the determinants of these differences. In the second stage of the coding, sentences defining the general aims in the Turkish Language teaching curriculums were categorized according to their objectives. In this stage, three researchers jointly evaluated the objectives determined in the first stage and categorized them according to the research variables (reading skill, writing skill, speaking skill, listening skill, visual reading and presentation skill, national values and intellectual skills). In this coding, the three researchers were in complete agreement. According to the results of the study, in the Turkish Language teaching curriculums in Republic Period, writing (f=61) and reading (f=48) skills were the highest ranked general aims. Speaking skill was included 41 times and listening (f=17) and visual reading- presentation (f=5) were included less than other skills. Over the entire curriculums, aims regarding national values were observed; however, aims regarding intellectual skills were found only in the last three curriculums. According to the results of the study, the element most stressed concerning reading training was about "developing reading pleasure" in students (f=8). In the aims regarding writing training the aim of "conveying senses and opinions in written accurately and nicely" (f=12) were prominent. In speaking skills, the aim of "explaining senses and opinions accurately and nicely" (f=12) was found in every curriculum. Even though the general aim sentence regarding listening training occurred less often than other skills, in this area the aim of "improving comprehending skill" (f=8) was included most frequently. "Endearing the Turkish Language" (f=7), "improving the sense of national identity" (f=6) were the prominent general aim definitions about national values. There were also general aim sentences concerning visual reading and visual presentation skills and intellectual skills. The essential features explaining particular skills were stressed in aim sentences. In national values, "Turkish Language" was presented by directly referring to the course. The Elementary School Turkish Language Curriculum of 1929 (6th and 8th classes) and 1931-1932 School Year Amendment Turkish Language Curriculum (6th and 8th classes) are the programs that included the most elaborated general aims of the Turkish Language course curriculums under study. The general aims can also be found to be described in detail in the curriculums of 1981, 2005 and 2006.