In recent years, there has been an increasing interest in values and education. In this context, many countries are developing various theories and practices about the place and function of teaching values in school. Schools should be accepted as places where value orientations that started to emerge in pre-school can be reinforced, wrong or incomplete information about values can be corrected, new values can be gained, etc. Considering this, it is better understood that teaching values will have to be among the aims of the school. However, how values education should be done, especially the place, meaning and importance of school in this regard continues to be discussed. At this point, there have been some approaches to values education. One of these approaches is to carry out values education in an integrated way into school lessons. Values education is included in many courses in Turkey. One of these courses is the Religion Culture and Ethics (DKAB) course. In this study, 2010 and 2018 Secondary Religion Culture and Ethics (ODKAB) curricula are discussed comparatively in terms of values education approaches. In accordance with the qualitative research approach, the 2010 and 2018 CEC curricula, the definition of value, the highlighted valus, the view of the teacher and the student in the context of values education, the methods, techniques and tools that are envisaged to be used in values education, etc. examined from the angles. The data obtained were subjected to descriptive analysis and evaluated by making use of the relevant literature. As a result of the research, it has been seen that there is no values education approach that is fully adopted in the said curriculum.