In this study, opinions of Turkish language teachers about their dependence on Turkish language textbooks have been received. A semi-structured interview form has been prepared for this. Interviews have been made with 20 Turkish language teachers from 6 different secondary schools in Aksaray province. The recordings of those interviews have been written out by the researcher, and content analysis has been made on them. The themes that were identified after the analysis are these: use of text, tasks, field information, student level and creativity. Scripts and frequency distribution were designated depending on these themes. In the use of text theme, all of the teachers abide by the textbooks. Teachers always give the priority to the textbooks in the tasks theme as well, but they take the advantage of some reference books other than the textbooks when it is needed. Most of the Turkish language teachers consider the textbooks insufficient on the field information, thus some of them use different sources. Within the context of student level, they stick to the textbooks regardless of what the level is, but they use different sources for students with better academic achievement levels. In the creativity theme, fifty five percent of participants remark that the Turkish language textbooks affect the creativity of teachers in a negative way.