The purpose of this study is to determine the level of congruence of a ninth grade Turkish literature coursebook with the constructivist approach. Data in the study were collected through the “Constructivist Coursebook Evaluation Scale” which is a 5-point Likert type scale developed by the researcher. The reliability coefficient of the scale was calculated as .88 and the scale consists of four sub-dimensions, namely, introduction, teaching, format, and assessment. The scale was administered to six different observers and mean scores of those were calculated for each sub-dimension. According to the findings of the study, the introduction criteria of the textbook (except the first unit) were not sufficient enough. According to the teaching criteria, all units of the textbook are less sufficient. According to the format criteria, the first unit is sufficient enough while the others were less sufficient. According to the assessment criteria, the third unit is less sufficient while the others were much less sufficient. According to the results of one-way analysis of variance done, differences between units in terms of activities were significant. It can also be concluded that the third unit was less sufficient in terms of constructivist learning while the others were much less when overall mean scores of each unit examined