This study aimed to examine cross-national similarities and differences between problems involving Proportion and Ratio in Turkish mathematics textbooks and those in the U.S. mathematics textbooks. In particular, content analysis methodology was used to analyze these textbook problems at the 6th and 7th grade level in terms of their mathematics features, contextual features, and performance requirements. Compared with the U.S. textbooks, Turkish textbooks contained: 1 more pure mathematics problems but fewer real-life-application problems, 2 more Ratios and Proportions problems in the cognitive domains of applying and reasoning but fewer in the cognitive domain of knowing, and 3 more emphasis on explanations and solution processes in their problems but no problems involving the use of technology. In general, the U.S. textbooks included fewer multiple step problems and were dominated with problems of low mathematical and cognitive requirements.