The aim of this study is to analyze the representation of disadvantaged groups in 6th grade Turkish textbooks. In accordance with it, textbooks were evaluated in terms of texts, visuals and activities. The data sources of the study consist of the 6th grade Turkish textbooks of MEB Publications, the 6th grade Turkish textbook of Ata Publications and the 6th grade Turkish textbook of Ekoyay Education Publications. The data of the study, which was designed according to the qualitative research design, were collected through document analysis method and the obtained data were analyzed according to content analysis. As a result of the study, it has been determined that there is not enough texts, visuals and activities for disadvantaged groups in the Turkish textbooks examined. It has been determined it is MEB Publications (B) which include the greatest variety of images and activities in textbooks; it is MEB Publications (A) which include the greatest diversity in the texts. It has been determined that in the texts including the disadvantaged groups, the subject of disadvantaged groups living in difficult conditions is discussed; It has been determined that both positive and negative personality roles are included in the visuals and the activities are mostly in the type of answering the questions based on the text.