It is proper for the countries to attempt to integrate effective educational practices into their own educational systems by examining different educational models in the world. The studies comparatively analyzing educational systems, and educational policies and practices of different countries are called as comparative educational studies (Türkoğlu, 1998; Erdoğan, 2003). The purpose of this study is to compare the contents, educational philosophies and goals, and measurement and evaluation approaches of the secondary school mathematics curriculum guidebooks that are in use in Turkey, Germany and Canada. The following mathematics curriculum guidebooks for three countries were analyzed comparatively in the study: a) Turkish mathematics curriculum guidebook used in public high schools, b) German mathematics curriculum guidebook used in Gymnasiums in the region of Bayern, and c) Canadian mathematics curriculum guidebook used in mathematics focused high schools in Ontario. The collected data were analyzed comparatively by using document analysis as a qualitative analysis method.