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The present study aimed to examine the geography questions asked in higher education entrance exams in Turkey in terms of a number of variables. A qualitative design was adopted. The data comprised of 420 geography questions asked in higher education entrance exams between 2006 and 2020. Content analysis and chi-square tests were employed to analyse the data. The results showed that the ratio of geography questions in each exam was relatively low considering the total number of questions in the exam. In addition, the geography questions in the exams were mostly about “Natural Systems” and “Anthropic Systems” learning areas. Most geography questions were at the level of “factual” and “conceptual” knowledge in terms of the knowledge dimension within the Revised Bloom’s Taxonomy and at the level of “understand” and “analyse” in terms of the cognitive processes dimension. A meaningful relationship was observed between kind of exam practices and distribution of geography questions across learning areas. The ratio of questions in the “Anthropic Systems” learning area in the Basic Proficiency Test (BPT) and Subject Area Proficiency Test (SAPT) was significantly higher than the ratio observed in the Student Selection Exam (SSE). And the ratio of questions in the “Natural Systems” learning area in the SSE was significantly higher than the ratio observed in the BPT and SAPT. There was not a significant relationship between kind of exam practices and the distribution of questions across levels of the Revised Bloom’s Taxonomy.
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