One of pedagogical models that helps structure learning objectives at different levels of complexity is Bloom's taxonomy. Therefore, reviewing books based on this taxonomy can help develop students' cognitive skills. In the present study, the questions of the book "Calculus 2" were analyzed based on Bloom's cognitive taxonomy. This research is descriptive-analytical that its primary goal is to gain a deeper understanding of the subject under investigation by identifying patterns, relationships, and differences within the data . Unit of analysis this research is activities, class works and exercises. The questions discussed in this research include: To what extent has attention been paid to the different levels of Bloom's cognitive taxonomy in the formulation of questions in each chapter of the book "Calculus 2"? & Which level of Bloom's cognitive taxonomy accounts for the highest percentage of questions in this book? & Which level of Bloom's cognitive taxonomy accounts for the lowest percentage of this book's questions? The results of the research indicate that the highest percentage of the book's questions are related to the "Application" level, that is, the third level of Bloom's cognitive taxonomy that indicates students' ability to apply mathematical concepts and techniques. Among of the 275 analyzed questions, only 15 questions (5.45%) are related to the "Evaluation" level that indicates a lack of opportunities for critical thinking and judgment about information. Consequently, a mathematics textbook that primarily focuses on the application level and offers limited opportunities for assessment may hinder the comprehensive development of students’ cognitive skills.