A comparative examination of life science course curricula implemented in different countries contributes to understanding similarities and differences in educational approaches and provides guidance for curriculum development. This study aims to comparatively examine the 2018 Türkiye and 2021 Turkmenistan life science course curricula. The study was conducted using a qualitative case study design. Life science curricula of the two countries constituted the data source, and the data were analyzed through document analysis. Findings indicate that while the program approach is explicitly included in the Türkiye Life Science Course Curriculum [TRLSCC], it is not included in the Turkmenistan Life Science Course Curriculum [TKMLSCC]. The objectives are structured more comprehensively in the Türkiye curriculum, whereas in the Turkmenistan curriculum they are mainly organized around healthy and safe living. In terms of learning outcomes, skills, values, and concepts, the Türkiye curriculum presents a denser structure. These elements in Türkiye curriculum emphasize individuals’ multidimensional development, cultural identity awareness, and active participation in social life, while in Turkmenistan curriculum they focus on health, safety, and compliance with social rules. Explanations of the teaching-learning process, including specific days and weeks, are included in the Türkiye curriculum but not in the Turkmenistan curriculum. Although activity examples are not directly included, detailed activity explanations are provided in Turkmenistan teacher’s guidebook. In the assessment dimension, Türkiye curriculum adopts a process-based and flexible approach, whereas Turkmenistan curriculum adopts a grade- and portfolio-based approach. It is recommended that content supporting early entrepreneurship awareness be integrated into both countries’ life science curricula.