The Swedish school and the teaching aids have been reworked multiple times during the 1900s. Textbooks had a central place and the material that was supposed to be included in the books was changed for every new curriculum. The subject “religion” has had one of the biggest changes during these years. It went from “Christian knowledge“ to “religious knowledge“ in 1969. The changes in the curriculum made it impossible for the old books to be used in the education, because they did not include the variation of information of different religions apart from Christianity. This essay investigates the differences between textbooks in Christian knowledge and religious knowledge from 1949–1990. The methods used are image analysis alongside comparative content analysis in order to decode the intention behind the images in the books and the thought behind the choices of legends, myths and daily life of Hindus and Buddhists represented in the books. The differences in the description of Hindus and Buddhists show a clear change from 1949 to 1990. Moreover, the essay shows how the language changed from an exotifying depiction to a more neutral tone in the description of the different religions. The conclusion is that the textbooks until 1972 had a very negative and deeming way of describing non-Abrahamitic religions.