The aim of this study is to examine the Turkish language textbook in terms of students' perspectives in a holistic approach. The participants consisted of 25 fifth-grade students who were selected according to the maximum diversity sampling method. Data were collected through semi-structured interviews with students by an interview form. During the semi-structured interviews, instead of focusing on specific characteristics of the textbook, both design-related and content-related characteristics of the Turkish language textbook are investigated holistically. An inductive approach with a content analysis method was used to analyze the data. According to the results obtained in the study, it was determined that students are aware of the strengths and weaknesses of the textbook and how it affects their educational process. In the discussion section, the findings obtained from students' opinions about the language textbook and its reflections on their educational processes are discussed in detail in terms of the basic features found in a textbook.