The aim of this study is to determine the frequencies and sequences of rhetorical move and steps with respect to introduction sections of applied/descriptive master theses in the field of Turkish language education. The population of the study is 339 applied/descriptive master theses in the field of Turkish language education which were scanned in the National Thesis Center of Higher Education Council. Ten percent (f=34) of the theses were evaluated with the method of systematic sampling. The study was based on Swales’s (1990) model which is widely accepted in the literature. However, in this study, master theses were examining whereas Swales was examining research articles. Because of this, it was seen that Swales’s model was sufficient for move level, but not sufficient for step level. For this reason, some steps which proposed by Bunton (2002) added to Swales’s steps. The last form of the occured move and steps list was presented to three faculty members who are experts in the field of textlinguistics. After taking the experts’ opinions, theses were examined according to rhetorical move and steps’ list. In the study, content analysis was used. Expertisation method was used for raising the study’s persuasiveness. These are the basic results obtained in the study: With respect to introduction, Establishing a territory and Occupying the niche are conventional moves; Establishing a niche is optional move. It was obtained that in introduction sections linear presentation was not preferred and there wasn’t a dominant sequence. In addition to this, it was seen that there was a tendency at the closing moves.