The purpose of the study is to reveal the types of knowledge level and cognitive processes by evaluating the objectives and indicators of Ministry of National Education 2013 Preschool Curriculum according to the Revised Bloom’s Taxonomy. The study is a descriptive research and it was carried out by using case study methodology. The data set of this study consists of 63 goals and 241 indicators in the Preschool Curriculum, which was developed by Ministry of National Education-General Directorate of Basic Education in 2013. The data were collected by using the "Objectives and Indicator Evaluation Form" created by the researchers and the content analysis method was used in the analysis of the data obtained. The whole curriculum was analyzed and according to the cognitive processes and it was revealed that the highest intensity was at the application and understanding processes, and the least intensity at the creativity process. While factual knowledge was mostly used knowledge type in the curriculum, it was revealed that operational and metacognitive knowledge were the least used knowledge types. The curriculum was cognitive dominant, and the distribution of objectives and indicators of the curriculum was not balanced across all developmental domains. The curriculum objectives and indicators may be revised to support whole development of children.