Aim of this study was to examine the end-of-unit evaluation questions in the 6th Grade Science book of primary education according to the knowledge and cognitive process dimensions of the Revised Bloom Taxonomy. For that purpose, 130 end-of-unit evaluation questions of 6th grade Science textbooks which were approved by the Board of Education and Discipline in Ministry of National Education of Republic of Turkey. The evaluation was performed with document analysis with considering knowledge and cognitive process dimensions of the Revised Bloom Taxonomy. Data of this study were obtained with documet analysis which classified as qualitatively research method. Accessing documents, checking authenticity, understanding documents, analyzing and using data steps were performed. Analyzed questions were categorized according to previously published studies of experts, and according to the criteria of "Taxonomy for learning, teaching and Assesing" book written by Anderson et al which is published in 2001 and translated into Turkish by Ozcelik in 2010. Ratio and frequencies were used to reach results. When the unit evaluation questions of the 6th Grade Science Textbook are evaluated according to the cognitive level of the Revised Bloom Taxonomy, it is observed that 60 of the 130 questions are belong to remembering level. When these questions are evaluated according to the knowledge dimension it is observed that 60 of 130 questions are belong to factual knowledge. When the 6th grade units are evaluated as a whole, it’s possible to observe that majority of the questions are belong to subcognitive knowledge level. These questions can be considered as factual knowledge level when evaluated according to Revised Bloom's Taxonomy. As a conclusion, it is suggested that the sub-cognitive and metacognitive questions according to the Revised Bloom's Taxonomy should be served equally at unit-end-up questions of the 6th grade of primary school Ministry of National Education approved book.