Development of environmental literacy needs an interdisciplinary effort. Especially language classes, with environment related texts, have potential to support environmental literacy. In this research it is aimed to analyze the Turkish language course books in terms of components of environmental literacy. To this end, four Turkish course books being taught between 5th and 8th grades were selected. As a qualitative inquiry technique content analysis was used. Three types of main components of environmental literacy (knowledge, affect, and behavior) and their sub-components determined. It was found that the most cited environmental literacy component was knowledge. Others were relatively less emphasized. Results showed that Turkish course books with environment related texts have potential to support development of environmental literacy.