Considering the update of curricula and the importance of problem solving skills in mathematics education; the need for examining the problems in mathematics textbooks in the context of presentation, content, and solution becomes a current issue. In this study, it was aimed to designate the problem types used in middle school mathematics textbooks and to determine whether the problem types used are dependent on class levels or not. The study was conducted by using the document analysis method. Data were analyzed by using content analysis method. In terms of presentation, it was observed that textbooks involved the problems rather verbal, not including quantitative data, and short. When contents of the problems were considered, it was observed that the use of the problems routine, not involving missing and irrelevant data, being curriculum dependent, and not being far from daily life is quite high. On the other hand, in terms of solution, it was observed that textbooks included the problem types which are easy, not requiring much calculation, and not involving different strategies more. Types of problems used in the textbooks can be enriched in the context of presentation, content, and solution to improve achievements and problem solving skills of students in mathematics classrooms.