This study investigates the role of textbooks in secondary geography instruction. In chapter 1, the origins and purpose of this study are outlined, and chapter 2 is a literature review of English and U.S. research that mentions geography textbooks while focusing specifically on content analysis. Chapter 3 outlines the broad case study approach which was adopted for this study and which involved recording textbook use and analysis of the texts, as well as questionnaires to elicit student perceptions and attitudes, and interviews with teachers. The application of the case study approach to geography instruction by 10 secondary geography teachers in England is described in chapter 4. Their use of textbooks is presented through summaries of interviews, and student responses. Chapter 5 presents the conclusions of the study, and discusses limitations and implications of the case study approach. The appendices contain: (1) the references for textbook advice to teachers; (2) a teacher form for recording classes; (3) a textbook use form; (4) the student questionnaire with instructions; (5) instructions and a sample cloze test; (6) an outline for teacher interviews; (7) a chart for teacher's use of a textbook; (8) readability scores of geography textbooks; (9) tabulations and a summary of the textbook analyses; (10) results of the students' questionnaires; (11) students' responses to the 14 teaching strategies; and (13) the rank order of 14 teaching strategies by the participating teachers. Graphs, charts, and a 50-page bibliography are included. (DJC)