The aim of this study is to compare 2006, 2009, 2015, and 2019 Turkish teaching curricula in terms of reading fluency outcomes. The research was designed as qualitative research and document analysis was carried out. The data obtained from the four curricula examined within the scope of the study were analyzed and presented with descriptive analysis. According to the findings of the study, there are always learning outcomes related to reading fluency in all the curricula examined. It was seen that a separate sub-heading was opened for fluent reading for the first time in 2015. Among the curricula, the one that includes the least number and rate of learning outcomes related to reading fluency is the 2019 curricula, and the most mentioned dimension of reading fluency in all programs is prosody; It has been determined that the least included dimension is fluent reading methods. In addition, it is found that there are inconsistencies in the distribution of fluent reading outcomes between grade levels and curricula. In addition, it has been understood that some of the learning outcomes in the subtitle of reading fluency are not actually related to reading fluency. The findings obtained from the study were discussed in the light of the literature and suggestions were made for various stakeholders.