This study aims to determine the changes in concepts featuring in chemistry curricula published in recent years through comparison, and to see to what extent these concepts are reflected in university entrance exams. The study was conducted through the use of document analysis, a qualitative research method. The documents used in this study are the chemistry curricula prepared by the Turkish Ministry of Education (MEB) in 2007, 2013, and 2018, as well as the chemistry questions from 2012 onward of university entrance exams (YGS, LYS and YKS) administered by the national examination body, Measuring, Selection and Placement Center (ÖSYM). As part of this study, the three chemistry curricula published in 2007, 2013, and 2018, and the chemistry questions featuring in the university entrance exams organized in 2012-2018 were subjected to a content analysis. The chemistry concepts found in the curricula were listed and presented in a descriptive comparison. The study ascertained which concepts were omitted from the curricula in recent years, and which were newly added. Afterward, the study analyzed YGS, LYS, and YKS documents from the 2012-2019 university entrance exams to see how frequently the concepts found in the curricula were tested. The study concluded that the curriculum prepared in 2007 was much more intensive in comparison to others, and that the format was simplified and diluted to a great extent after 2007, focusing on delivering level-appropriate and concise information. It can be said that more attention than usual was paid in the years 2013 and 2018 to associate chemistry knowledge with daily life and to update the curriculum with developments in technology and science. The study found that the most frequently tested concepts in university entrance exams were atoms, elements, compounds, electrons, solutions, solubility, heat, temperature, electron configuration, periodic system, groups, pure substances, concentration, ions, covalence, boiling, metals, orbitals, and oxidation state, and that the concepts not tested in university entrance exams were removed from the curriculum, while the concepts that were frequently tested were retained.