The aim of this study is to reveal the relationship between Turkish teaching and e-learning, m-learning and u-learning in the program dimension. The research was carried out according to the interpretative paradigm. In this study, which was designed according to the qualitative research method, document analysis was used as a data collection technique. As a document, the special objectives, themes and subjects, text types and achievements of the Turkish Language Curriculum (2019) were used. Descriptive analysis technique was used in the analysis of the data. When the Turkish Language Curriculum is evaluated in general in terms of special objectives, themes and subjects, text types and achievements, it can be concluded that digital skills and multimodal literacy that serve these three learning types are not among the priorities. The special objectives, themes and topics, text types, and achievements in the Turkish Language Curriculum serve functional literacy rather than technological-based learning. In this respect, studies based on the Turkish Language Curriculum can be associated with e-learning, m-learning and u-learning types to strengthen the relationship between the program and technology-based learning.