This study employs document analysis and descriptive analysis techniques to examine the integration level of the 2024 Türkiye Century Education Model Science Curriculum (TYMM FBDÖP) with the United Nations Sustainable Development Goals (SDGs). The research systematically evaluates the extent to which the curriculum addresses SDGs across specific objectives, implementation principles, interdisciplinary components, and grade-level learning outcomes. Findings indicate that the curriculum demonstrates strength in incorporating environmental sustainability-related SDGs ("Climate Action," "Life Below Water," "Life on Land"), while social and economic dimensions ("No Poverty," "Gender Equality," "Reduced Inequalities") remain underrepresented. Among specific objectives, "Quality Education" (21%) is prominent, whereas implementation principles show limited SDG integration (69% exclusively addressing "Quality Education"). Interdisciplinary components indicate a strong emphasis on environmental themes within the virtue–value–action framework, whereas themes related to social justice and equality appear to be insufficiently represented. Descriptive analysis by grade level shows that the proportion of SDG-related learning outcomes increases from 21% in 5th grade to 44% in 8th grade. However, SDGs 4, 5, 8, 16, and 17 are absent at all levels, suggesting the curriculum fails to fully reflect the multidimensionality of sustainable development.The study recommends preserving the environmental focus of science education while integrating social and economic SDGs, enhancing teacher training, and developing interdisciplinary approaches. These findings, derived through document analysis, provide critical insights for advancing sustainable development perspectives in Türkiye’s science education curricula.