This study examined the portrayal of women in current U.S. history textbooks which are used in the classroom. Among the questions explored were the following: who among outstanding women is or is not noted, what topics are covered or omitted, how are average women of selected eras treated, and how are women who fought for currently controversial issues handled. Selection of texts was based on input from the 50 largest school districts in the United States concerning their junior and senior high school American history textbooks. From this list ten texts were chosen for analysis. The texts are not identified in this paper but are named in the dissertation on which this paper is based. Content analysis and descriptive review of the texts produced (1) ratings in terms of equal treatment of the sexes, sex role stereotyping, male supremacy, and no mention of women; and (2) codings on depth of discussion on certain topics. Findings were that certain women and topics were noted by most of the texts (Queen Elizabeth I, Harriet Tubman, factory work, women's rights activities), and the texts tended to omit women who fought for issues which are still controversial. The texts presented much objective material (written and illustrations) on women, but some passages were misleading. Conclusions are that most texts need more careful editing and additional information in order to correctly portray women's lives and roles. (AV)