While the move away from the Western Civilization survey and towards the World History course was done with a sincere desire to blunt or end the Eurocentric historical narrative, for a variety of reasons, the narrative and its anti-Muslim bias has persisted, especially in the textbooks. The process of grafting additional narratives onto the core Western Civilization structure has reproduced issues at points of conflict that the narrative had with other areas of the world. Meanwhile, mirroring, as a process, reflects current societal bias onto the textbook pages and tends to occur at places of current anti-Muslim bias, particularly around gender, sexuality, and violence. This article seeks to evaluate some of the more prevalent and damaging problems with World History textbooks available to teachers at the university level and to suggest ways of getting the maximum benefit from their pages. One of the goals of this article is to alert and inform educators who teach World History, are not familiar with these topics, and rely on these textbooks to fill in the gaps in their own knowledge. Instructors are the experts in the classroom, and textbooks are a significant aid for instructors of survey courses who cannot possibly have expertise in every area or era of World History or have knowledge of every historical event throughout time.