This qualitative study aimed to explore Turkish and Irish mathematics curricula via TIMSS cognitive domains by way of a comparative investigation of first-grade to fourth-grade learning goals. For this purpose, 500 learning goals from both Turkish and Irish curricula were qualitatively analysed and classified by two experts. The findings of the study revealed that while Irish curricula have more learning goals in the first to fourth grades, the percentage distribution of these learning goals between learning strands were similar for both curricula. Moreover, the Turkish curricula devoted a greater percentage of learning goals to the cognitive domain than Irish curricula, while the Irish curricula had a greater percentage of learning goals in the applying and reasoning domains; although both curricula lacked sufficient learning goals in the applying and knowing cognitive domains where TIMSS' suggestion on the distribution of cognitive domain learning goals was considered. Thus, both Turkish and Irish curriculum developers should consider transferring some cognitive domain learning goals to the applying and reasoning domains. Devoting additional effort on the integration of numeracy into curriculum development processes by establishing connections between mathematical concepts and daily life situations could present an efficient means of increasing the effectiveness of Turkish curricula.