This paper examines the representation of women in Irish Leaving Certificate Physics textbooks. Findings show that women are significantly underrepresented, both in terms of scientific characters (historic and current) described within the textbooks, and also in terms of more general non-scientific characters within the books. Furthermore, analysis suggests that the language used to describe characters mentioned in the books may compound gender inequalities. Relevant policies (curricular, governmental, etc) are examined and suggestions are made to improve gender balance in future textbooks.