The present study aims to analyze the extent to which different levels of cognitive learning objectives are represented in the first four volumes of the "Miftah Al-Arabiyyah" textbook series (first edition), based on the revised Bloom’s taxonomy framework in science education. The research sample included the four volumes of the Al-Istima‘ wa Al-Muhadathah books, selected through purposive sampling. The findings revealed that the series predominantly emphasizes lower-order thinking skills, particularly understanding, applying, and remembering, while higher-order cognitive skills such as analyzing, evaluating, and creating received relatively less attention. Among the most frequent codes were "understanding conceptual knowledge," "applying conceptual knowledge," "applying procedural knowledge," and "analyzing conceptual knowledge," which, despite belonging to lower cognitive levels, showed a declining trend in their relative frequency across the four volumes. Conversely, although higher-order cognitive skills such as "analyzing conceptual knowledge," "creating procedural knowledge," and "evaluating factual knowledge" were observed to some extent, their occurrence was not substantial enough to categorize them as dominant patterns in the content. Additionally, the results of the chi-square test indicated a statistically significant difference in the distribution of learning objectives across the four volumes of the Al-Istima‘ wa Al-Muhadathah series. This suggests a lack of balance in the representation of cognitive skill levels, which may affect the development of learners' higher-order thinking abilities. The findings highlight the need for a more deliberate and balanced integration of cognitive domains in the design of Arabic language instructional materials.