The purpose of this study is to identify the distribution of the 231 target behaviors in the Math Curriculum for Sixth to Eighth Grades in reference to the six categories included in the cognitive process dimension of the Revised Bloom‟s Taxonomy. In accordance with the purpose, the criteria for coding and analyzing were specified with contributions from certain professionals. Next, the behaviors were independently coded by two graders with a consideration into the activities included in the curriculum. The descriptive findings suggest that there were few behaviors in the categories “evaluating” and “creating” and most of the behaviors fell into the categories “understanding” and “applying”. In addition, the comparative statistical analyses reported significant differences in terms of cognitive learning level depending on learning domains and grades. Specifically, the behaviors involving higher-level cognitive learning were mainly found in the sixth grade and in the learning domains “measurement” and “probability-statistics”.