This paper explores how problem solving is approached in two 6th grade mathematics textbooks and national elementary mathematics curriculum in Turkey. The curriculum and textbooks' problem solving approaches are analysed and compared in the light of three approaches of 'teaching "for," "about" and "through" problem solving'. Four learning objectives from different content areas (e.g. algebra, data processing) from the curriculum are determined and their treatments in the textbooks are specifically analysed. The analysis showed that the curriculum did not have a prescriptive stance on any one of problem solving approaches. Similarly, the textbooks also did not follow any approach faithfully. 'Teaching "for" problem solving' approach was not employed while 'teaching "through" problem solving' approach was used for only one learning objective in the textbooks. 'Teaching "about" problem solving' approach was encountered in terms of only one problem solving heuristic (table drawing). We discuss the implications of these findings and note some further research areas.