Considering the impact of textbooks on learning, this study set out to assess representations of the nature of scientific knowledge in Turkish 9th grade biology textbooks. To this end, the ten most commonly used 9th grade biology textbooks were analyzed. A qualitative research approach was utilized and the textbooks were analyzed using ethnographic content analysis. Results indicated that the majority of textbooks, despite recent science curriculum reforms in Turkey, failed to cover or present adequate information about the majority of the aspects of scientific knowledge considered in this study. The finding that the majority of textbooks reviewed in this study were misleading or had inadequate descriptions of science is worrying and has serious implications for promoting science literacy in Turkey. If the scientific literacy reform efforts of 2007 and 3013 are to be realized, these shortcomings must be addressed.