The aim of this study is to analyze the types of visual representations in primary and secondary science textbooks in Turkey. The sample of the research constitutes six textbooks prepared by private publishers for primary and secondary science courses (3rd -8 th Grade) in Turkey in 2018-2019 academic year. Document analysis design, which is one of the qualitative research methods, is used in this study. The data are analyzed with descriptive analysis method by using the Moline (1995) "Visual Representation Classification Model". The results of the study show that simple diagrams are used more frequently than other types of visual representations in all class levels and units in science textbooks. It is understood that synthetic diagrams are more preferable in the 6th, 7th and 8th grades' science textbooks than in other grade levels, whereas analytical diagrams are more preferable in the sixth grade's science textbooks than the other grade levels. Visuals such as graphics and maps are determined to be little used in all class levels and units, on the other hand table visuals are frequently used in all class levels. In addition, it is determined that the timeline as the visual representation is used in a few units only in the 7th grade's book. The results of this study show that visual learning representations in primary and secondary school textbooks need to be rearranged in terms of diversity and distribution in class level and units.