 This study analyzed three recent elementary and middle school science curriculums to determine if they provided a basis for teachers to create intellectually challenging tasks. The results showed that the curriculums included physics-related, biology-related, and chemistry-related topics, but there was less focus on astrophysics and earth sciences. Additionally, the curriculums had fewer objectives in the abstraction zone, which could limit teachers' ability to generate challenging tasks. Recommendations were made for curriculum development and teacher education. This article was authored by E.M.S. Soysil.