In the classical classification of sciences, logic is considered an instrumental science (ʿilm al-āla), serving as a preparatory discipline for other fields of knowledge. Since its establishment by Aristotle (d. 322 BC), numerous works have been composed for the systematization and transmission of the discipline of logic. The binary logic system based on Aristotle’s logical corpus and grounded in the true-false dichotomy became prominent in Islamic thought particularly through the Peripatetic tradition from 10th century onward. Within this framework, the fundamental problems of logic were discussed and developed across various schools and periods. Throughout various centuries and schools, key logical problems were discussed and developed, and several of the resulting works have survived to the present day. Based on these texts, scholarly efforts to construct a history and philosophy of logic continue. Among these efforts are not only academic studies but also textbooks intended for instructional use. Today, logic is offered as an elective course in secondary education within the framework of compulsory education, allotted two hours per week. Between 1924 and 2009, a total of seven curriculum programs were implemented for this course. To support these programs, logic textbooks were authored by both academics and schoolteachers. This study examines logic textbooks published in Turkey between 1945 and 2024 in terms of content and structure, using a qualitative content analysis method. The study aims to reveal how shifts in educational policy during this period were reflected in the teaching of logic. Accordingly, twelve textbooks published by the Ministry of National Education and various private publishers were analyzed, with attention paid to the political, pedagogical, and philosophical orientations of the respective periods in which they were written. In addition, the study evaluates the alignment between the logic textbook currently in use as of 2024 and the objectives and learning outcomes of the most recent national education model (the “Maarif” model). Ultimately, this research offers a comprehensive picture of the historical trajectory of logic education within the framework of compulsory education in Turkey and situates the transformations observed in a broader pedagogical and theoretical context.