Pragmatics, which examines the use of language by individuals in different social contexts, focuses on appropriate utterances produced within the framework of context and intent. As a field of pragmatics, speech acts is a concept used to explain the actions we perform through language. Austin and Searle emphasized the quality of language as a social action, such as pleading, accepting, criticizing, apologizing and rejecting, which we perform through speaking with Speech Act Theory. It is important for the social acceptance of the individual that the act of refusal, which expresses negative responses to requests, requests, advice, suggestions and offers, is carried out with appropriate linguistic performance. Realizing the act of refusal, which may pose a risk in protecting one's social identity, with various strategies is possible with pragmatic awareness and the development of such skills. The limited participation of bilingual or multilingual Turkish children with limited linguistic experience in different social contexts constitutes an obstacle for pragmatic development to reach the desired level. In this sense, it is important to prepare the textbooks, which are the basic course materials used in the mother tongue education of bilingual children, in a way that supports pragmatic development. In this study, it is aimed to describe the role of Turkish and Turkish Culture textbooks used in language education of Turkish students living abroad in supporting pragmatic development in terms of the frequency and diversity of using rejection strategies. It was determined that seven different rejection strategies were included in the examined textbooks. It was determined that the rejection strategies in the textbooks did not differ according to the language levels and that there were no activities to develop pragmatic skills. The textbooks and materials used in the Turkish education of Turkish children living abroad should be planned in such a way as to support pragmatic development.