In this study, content on gender, religion, and policy concerns was examined in Turkish social studies textbooks. Content and discourse analyses were conducted to clarify the text and narrative of these textbooks. This comprehensive approach enabled researchers to gain a comprehensive understanding of the textbooks, their key messages, and the broader social implications of the content. This multidimensional analysis can deepen understanding of the social, cultural, and educational contexts in which these textbooks are produced. Factors influencing the evolving content of social studies textbooks beyond the prescribed curriculum were explored. Design of contemporary textbooks is driven by ideological rather than academic motives, and these textbooks often lack comprehensive sources and evidence. These materials provide limited narratives on Turkish national identity, gender equality, and societal diversity. Additionally, these textbooks incorporate Islamic customs with conservative religious framing, which aligns with the Turkish Ministry of National Education’s 2018 reforms. The promotion of “new-Ottomanism” and Islamic ideals aligns with the ruling party’s discourses and the Republic’s Presidency. Ottoman history, unity around the Turkish-Islamic outlook, and pride in national traditions are emphasized, whereas the contributions of modern Turkish society’s founders are neglected. Consequently, these textbooks reflect dominant rather than unbiased viewpoints, failing to foster critical thinking and impartiality.