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The purpose of this research is to find out the quality of the following textbooks for the high school course history 1b, Tänk historia (TH), Bilden av historien 1b (BH) and Historia 1b: Den lilla människan och de stora sammanhangen (MOSS). The books quality is calculated by using the five analysis criteria’s: course and subject plan, graphic design, use of language, use of images, and tasks and forms of knowledge. The criteria’s result made it possible to calculate the textbooks overall quality levels, between missing, weak, medium, good, and strong. While also offering an overall picture of the book’s strengths and weaknesses. By paying attention to the book’s strengths and weaknesses, the research was also able to find out how big a difference there could be between textbooks for the same subject, course, and target group. During the analysis several similarities and differences emerged between the three history textbooks, and the results were constantly variable. After the quality calculation of the criteria, it turned out that the history textbook Tänk historia (TH) achieved medium quality in relation to the subject plan and weak quality to the course plan. On the other hand, the graphic design, the use of language, and the forms of knowledge turned out to be of good quality, while the use of images proved to be of strong quality. The history textbook Bilden av historien 1b (BH) quality results were also variable. In terms of the course and subject plan, BH met a strong level of quality, while the graphic design, the use of language and the variety of knowledge forms of the tasks proved to be of medium quality. For the criterion of image use, BH's results turned out to be of good quality. Unlike TH and BH, Historia 1b: Den lilla människan och de stora sammanhangen (MOSS) was very consistent in the achieved quality for the different criteria. Among other things, the calculation showed that MOSS' connection to the course and subject plan, the graphic design, the use of images and the variation of the knowledge types of the tasks, were of good quality. The connection to the criterion of language use, on the other hand, turned out to be of a strong quality. After calculating the criteria’s average value, it appeared that all three history textbooks had achieved a good overall quality, despite the quality differences of the to the five criteria. This implies that even if the textbooks are of an overall good quality, that there could be significant differences in the textbooks strengths and weaknesses that is being overlooked. For example, TH met a good level of quality even though it had a weak connection to the curriculum, while BH's connection to the curriculum was strong. Yet they both met a good overall quality. These are important details in differences that the overall quality does not show.