This article focuses on similarities and differences in how and what is written about the five Swedish national minorities (Jews, Roma, indigenous Samis, Sweden Finns and Tornedalers) in textbooks related to Sweden’s Curriculum for the compulsory school of 2011. According to the curricula Swedish pupils shall obtain knowledge about the cultures, languages, religion and history of the national minorities. How is that done and how are textbooks related to that writing as well as directives in the different school-subjects syllabus?