Aim: Sexual education and related topics are constantly relevant subjects. Since 1955 it has had a mandatory place in Swedish schools. As of mid-2022 additional changes will be implemented. The subject, currently called sex och samlevnad (sex and togetherness) will change into sexualitet, samtycke och relationer (sexuality, consent, and relations). As a result, this will have implications affecting the current education and textbooks. The goal of the current paper is to examine these changes together with textbooks in religious studies.     Theory and Method: Using a content analysis this paper will examine three textbooks, spanning three curriculums, and categorize their content. Additionally, a critical discourse analysis, inspired by Fairclough (1992) and Eilard and Dahl (2021) will examine the discourses in the third and currently used textbook.    Results: By using the major themes from the subject sexualitet, samtycke och relationer, the data was categorized into the following categories: (1) Sexuality; (2) Consent and own rights, with subcategories as abortion and rape and (3) Relations, with subcategories as marriage, divorce, faithfulness. Across the three textbooks the relations category was the most common, with sexuality and own rights getting gradually improved across the textbooks, while consent had very few mentions. The critical discourse analysis found that it is often the religious practitioners acting as objects in the textbook. In the third textbook there is primarily a truth modality, where most statements are presented without other points of view. Regarding intertextuality, this textbook is well structured in relation to the current curriculum.