This study examines how gender is at work in four series of teaching material of Swedish in the years 7-9 of the Swedish primary school. Analyzing eight books in total, and also their respective teacher’s manuals, the study focuses on the following aspects in both texts and pictures within the books: heteronormativity, marginalization, stereotypes, equality, and also general gender related issues. Doing so, this study approaches the analyzed material with the eyes of a feminist critic. Moreover, this study applies both a qualitative and a quantitative analysis as its method of approach.  Initially, the theoretical background and scientific method for this study is presented. Then follow the aims of the study, together with the questions this study seeks to answer. Thereafter the actual findings, the results of the two analyses, are presented – followed by a discussion of the former. The discussion is summed up by pedagogical implications of the results.  This study finds that women are very much marginalized within the books, with the men outnumbering the women by almost a three-to-one ratio. Stereotypes of masculinity and femininity are found frequently within the books, and they also follow the heteronorm very closely. Regarding equality, some books discuss the historical male dominance over women, but fail to highlight that modern day society is not, in fact, equal at all. In consequence, the study can conclude that the teaching materials do not fulfill their mission in accordance with the Swedish school syllabus.