In this study, it was aimed to consider graduate theses on grammar teaching in secondary school Turkish textbooks with a holistic approach and to make due diligence. Design & Methodology:For the purpose, graduate theses related to the work were scanned on the National thesis Center database. Since the study is based on the secondary school level, 5. graduate theses, in which classes are considered elementary schools, were excluded from the scope; 5. graduate theses in which classes are accepted into secondary school are included in the research. The sample of the research consists of 4 doctoral and 40 master's theses studied. The study was conducted by qualitative method. Descriptive analysis and content analysis were used in the analysis of the data collected by the document review method. Findings:In the findings of the study, information about the type, year, branch of science, method, class level (sample group) and the topics covered were arranged according to 6 sub-problems related to the main problem. Implications & Suggestions:The results show that 90.91% of the post graduate dissertations are master level dissertations, most were published in 2009, 85% of master's dissertations and all doctoral dissertations were carried out in the field of Turkish Education, and quantitative methods were used mostly. It was also observed that all doctoral dissertations and 47.50% of the master dissertations dealt with Class 6, 7, and 8 Turkish textbooks as a whole, and these dissertations were mostly written on basics of grammar.

In this research, it is aimed to evaluate the Turkish language teaching conducted in these classes based on the opinions of teachers working in integration classes and foreign students studying. The research conducted is a qualitative study conducted using the interview technique. The study group of the study consists of 39 students (9. class) studying in these classes with 6 Turkish teachers working in integration classes at two secondary education institutions located in Antakya, one of the central districts of Hatay Province, in the academic year 2019-2020. In the study, the data were collected and the teachers and students who made up the study group were interviewed separately. The data were collected through two semi-structured interview forms developed by the researcher for teachers and students. In the analysis of the collected data, content analysis was used. The collected data were transferred to the article and thematic coding of these data was performed. By examining the obtained codes and deciphering the commonalities between them, the themes covering the codes were reached. The codes and definitions reached in the findings section of the study have been interpreted as separate tables. As a result of the study, based on the opinions of teachers and students, some positive and negative opinions were reached about the education provided in integration classes. Turkish language teaching is an important part of the education of foreign students in integration classes, and the fact that the given Turkish language teaching is considered adequate by the teachers has been evaluated as positive results. The majority of the students think that the Turkish language teaching given in the integration classes is insufficient. The negative results achieved were that foreign students frequently use Arabic as their mother tongue in the class, that they are in separate classes from Turkish students who use the target language, and that the textbooks used are in a simplicity that is not appropriate for the student level.