The purpose of this study is to examine the compatibility of the questions used by the social studies branch teachers in the level of 6th and 7th grade with the achievements included in the teaching program. Structure of observed learning outcome (SOLO) taxonomy, which was presented by Biggs and Colis (1982) as an alternative to Bloom's cognitive domain classification, is used for this examination. The research has been complied with the "case study" qualitative research pattern, and observation and document analysis technique was used. Four teachers were observed at the level of sixth grade and three teachers were observed at the level of seventh grade. At the level of sixth grade, one teacher was observed within the first unit, the others in the second unit; and at the level of seventh grade, three teachers were observed within the second unit. It was discovered at the end of the research that questions asked by the teachers in the class complied with the uni-structural and multi-structural levels although most of the relevant achievements given in the program corresponded to the relational structure level according to the SOLO taxonomy. Results of this study show that the SOLO taxonomy can be used effectively both in the teaching programs and during the learning-teaching process.