This study examines the process by which the concepts of cylinder and prism are addressed in mathematics curricula and textbooks in Turkey. The data was collected through document analysis. Within the scope of the document analysis, the study analyzed one course book and one workbook, if available, of each grade from 1st to 12th which were approved as mathematics curriculum and textbook by the Board of Education, Ministry of National Education. The data was analyzed using descriptive analysis. According to the research results, mathematics curricula and, by extension, textbooks include no information on whether there is a relationship of similarity or difference between cylinder and prism. The acquisitions regarding the related concepts in the textbooks of the first eight grades are arranged in accordance with the curriculum; however, the definitions and models in the textbooks have a problem in providing clear and consistent information. Although the definitions and models in the secondary school textbooks are to some extent clear but still lacks the desired clarity. In line with the research results, there is a need to review the definitions of cylinder or prism and the example models in the textbooks.