The aim of this study is to investigate how and in which form students come in contact with practical applications in the upper secondary school course Chemistry B. The study is based upon the assumption that all learning is situated in a social environment. The theoretical framework is the design theory perspective, which entails an assumption that the pedagogical tools affect the knowledge content. The empiric materials in the study are collected through three methods: textbook analysis, classroom observations and questionnaires. Two groups of students and their teachers were observed during a section of the relevant course. The textbook analysis focuses upon the same course section in the textbooks of the two groups and compares these books with the relevant section in a third textbook. In addition, the two student groups responded to a questionnaire on their attitudes toward the subject of chemistry subject linked to its applications at a society level. The study shows that there are significant differences between the strategies which teachers and textbooks use in order to present and visualise practical applications of chemical theory. The context strategy is based upon the students’ own surroundings and uses real life application as a tool for the presentation of the principles of chemistry. According to this strategy, the knowledge content should be organised in such a way that the chemical principles are used to explain our surroundings. The process and product strategy, on the other hand focuses upon a scientific approach, in which science as a process and scientific products are most important. With this strategy, applications are used to illustrate and exemplify the knowledge content. The conclusion of this study is that neither different forms of presentation nor the presence of practical applications affect the students' attitude towards the subject. Furthermore, practical applications are not a significant part of the students' learning strategies.