In this study, vocabulary teaching strategies in the course books used in teaching Turkish as a foreign language classes were examined comparatively, and additionally the strategies that did not exist in the books but used by the course teachers, their application methods, and frequencies were tried to be determined. In this qualitative case study, Turkish course books used in Turkish classes for foreigners, structured observation forms prepared by gathering expert opinion, and questionnaires filled by course teachers were utilized. The study was carried out within the framework of three A1 level course books on teaching Turkish as a foreign language: 1) Yabancılar İçin Türkçe (Turkish for Foreigners) by Istanbul University, 2) Yedi İklim (Seven Climate) by Yunus Emre Institute, 3) Yabancılar için Türkçe (Turkish for Foreigners) by Gazi University. The structured observation form that was prepared to follow the course processes was applied in nine classes in Language Center of Istanbul University, Turkish Teaching Center of Yıldız Technical University, and Turkish Teaching Center of Gazi University (3 each). The questionnaire forms, another the data collection tool of the research, were applied to 90 lecturers in the cities of Ankara, Istanbul, Kastamonu, Trabzon, Gaziantep, Tbilisi, and Sarajevo. According to the results of the research, it was found out that the number of activities that included the strategies and the frequencies of the strategies in the course books on teaching Turkish as a foreign language were varied. It was observed that all of the predetermined vocabulary teaching strategies did not exist in the course books. It was also discovered that the course teachers did not possess adequate knowledge and awareness about vocabulary teaching strategies. [ABSTRACT FROM AUTHOR]