The purpose of this study is to investigate the presence of problem posing activities in the secondary school mathematics textbooks for each grade level and learning area, and to determine the types of problem posing activities found. In the study, secondary school mathematics textbooks of 2016-2017 academic year published in the internet environment by the Training and Education Board were investigated. A total of six mathematics books were investigated in the research; two of them published by National Education Ministry and four of them published by private publishers. The books were evaluated in terms of the types, learning areas and sub-learning areas of problem posing activities included. As a result, it was seen that there were quite limited number and variety of problem posing activities in all the books except the 8th grade textbook published by a private publisher. Furthermore it was found that there was no balanced distribution of problem posing activities in the sub-learning areas and that there was no book that includes all types of problem posing activities and that covers all of the learning areas. Based on these results, in accordance with the purpose of the curriculum, it is suggested that secondary school mathematics textbooks should include more and diverse types problem posing activities in the manner that will cover the learning areas in balance.