This study aims to analyze the appropriateness of the ninth grade mathematics textbooks regarding the high school mathematics curriculum. As a qualitative study, the data were collected through document analysis. The main data collection instrument was the short form of Textbook Analysis Framework (S-TAF) developed by the researchers. The results indicated that both of the mathematics textbooks included in the almost all of the learning objectives determined in the curriculum. With regard to the learning strands, DMK was more appropriate than MMK. The findings of the study also indicated that the teaching and learning approaches embedded in DMK were not appropriate for the curriculum; on the other hand, MMK was mostly designed in line with the teaching and learning approaches of the curriculum except some deficits. As far as the assessment aspects of the curriculum concerned, the results clearly indicated that MMK was more appropriate than DMK.