© 2021, Hacettepe University. All rights reserved.The purpose of this research is to determine the distribution of doctoral dissertations in the field of curriculum and instruction programs in Turkey, and to determine the most common shortcomings. In this study, descriptive method was adopted, and the study group consisted of 324 doctoral dissertations. Dissertations have been determined by using the criteria of being completed between 2006-2017 and being accessible from Council of Higher Education (YOK) National Dissertation Center. The data collection technique is document review, and the data collection tool is a 31-item checklist. Content analysis was used when analyzing data. Doctoral dissertations were generally focused on teaching and learning process. Topics such as teaching styles and approaches, critical thinking, metacognitive skills, collaborative learning and constructivism were frequently selected. A significant part of the data was collected at higher education level and in teaching vocational courses. Foreign language was the most frequent branch studied. The most preferred research method was mixed method and the most preferred research design was survey. The dissertations using only scale / questionnaire as data collection tool composed the largest group. With more detailed analysis of dissertations, the most deficient part was found in method section. The method was followed by justification, background of the problem, and summary.