In this study, the 2018 and 2024 Science Curriculums were compared and how the programs changed in terms of their philosophical approaches, teaching methods, outcomes, course hours, learning areas, values education and measurement-evaluation processes were analyzed. The research was carried out using the document review method, one of the qualitative research methods, and the curriculum published by the Ministry of National Education was evaluated through content analysis. The findings show that the 2024 program has a more holistic, interdisciplinary and student-centered structure. In terms of teaching methods, active learning techniques were given more importance, and an ethical and sustainability-based approach was adopted along with scientific process skills. In addition, it was determined that the number of outcomes was reduced, and the learning processes were structured to support more in-depth learning. It was determined that process-oriented, skill-based and multi-faceted evaluation methods gained weight in the measurement and evaluation processes. The findings of the study show that the Turkey Century Maarif Model adopts a more innovative and contemporary approach in science education. Experimental research is needed to evaluate the in-class applications of the program.