The aim of this study is to compare the 2013 and 2018 primary and secondary schools ELT curricula in Turkey in order to explore which new contributions the 2018 ELT curriculum brought compared to the previous curriculum, namely, 2013 ELT curriculum. While the two curricula are compared in detail, only the seventh-grade syllabi will be referred to due to word limitations. This study adopts a qualitative approach to educational research and hence utilizes a document analysis to find out which new contributions the 2018 ELT curriculum brought to English education in Turkey by analyzing and comparing important components of 2013 and 2018 curricula, namely, needs analysis, goals and objectives, the syllabus (content), method, materials, assessment and evaluation, weekly class hours, the use of mother tongue in the classroom. No differences were found in terms of the treatment of needs analysis, goals, approach and method, types of materials and the use of the mother tongue. Minor revisions are observed in the organization of syllabus, the selection of topics in the seventh grade, objectives (the place of objectives under different titles), weekly class hours, assessment and evaluation. While many parts of the theoretical background are identical, some additional sections are added to the 2018 ELT curriculum such as “values education in the curriculum”, “key competencies in the curriculum”, “suggested testing techniques for the assessment of language skills” and “suggested contexts and task/ activities”. The “communicative functions and sample uses of language” section of the 2013 ELT curriculum is deleted in the 2018 ELT curriculum. The 2018 ELT curriculum copies many sections of the 2013 ELT curriculum without citations.