This study aimed to carry out a meta-evaluation of the curriculum evaluation research studies conducted in K12 schooling levels between 2004 and 2022 in Turkey based on the Joint Committee's standards for educational evaluation to present an overview of the evaluation studies and enhance understanding of evaluation. Through a systematic review, 42 studies were included in the meta-evaluation. The data were collected through a descriptive matrix and a meta-evaluation checklist and were analyzed through document analysis. The findings revealed that most of the eligible articles were published between 2018-2022. Most studies focused on primary and secondary education, and only a few of them dwelled upon preschool education. Among the studies, Mathematics and English are the most evaluated courses. Moreover, data were often gathered from one or two data sources, such as teachers and students, through qualitative research designs and without referring to any evaluation models. Besides, curriculum evaluation research studies made recommendations regarding practice and further research and mainly focused on including stakeholders, in-service training, and curriculum development and evaluation. As for the data gathered through the meta-evaluation checklist, the results showed that most articles demonstrated more than half of the indicators stated in the items of the checklist. While utility seemed to be a successful area for the articles evaluated, feasibility and accuracy criteria were not fully met, and most articles did not refer the propriety criteria. In line with the findings, the evaluation studies need to be planned in a way to provide a more complete and deeper understanding of the evaluated curricula by considering its complexities. [This article includes an extended summary in Turkish.]