The study aimed to analyse the Turkish Science Curriculum, issued in 2018, in terms of the outcomes in different significant subjects of influence in Science Education such as, Science Process Skills (SPS), Nature of Science (NOS), Socioscientific Issues (SSI), and Science, Technology, Engineering and Mathematics (STEM). In the study, qualitative research design was utilized. The data were collected using criterion sampling method, and analysed via the document analysis method. The results show that SPS in the 2018 Science curriculum have received the greatest importance. However, the skills such as measuring, predicting and interpreting data related to SPS were largely ignored and no place was allocated to skills, such as making functional definitions and formulating hypotheses. The majority of the outcomes related to SSI were found weakly associated with them and very little emphasis was put on the structure of SSI including two dimensions/dilemmas and probability/risk. Given that special importance was attached to Science, Engineering and Entrepreneurship practices in the bases of the curriculum, whereas little space was allocated to STEM integration among outcomes. Moreover, NOS and its sub-dimensions (particularly, subjectivity, there is no single scientific method, creativity and imagination in Science) were associated with the outcomes to a small extent. The results illustrated an urgent need for the revision of the teaching objectives in the Science Curriculum in terms of integrating the subjects of SPS, SSI, NOS, and STEM.