This essay is a textbook analysis of the economic content in two textbooks designed for the upper secondary school course social studies 1a1. The aim of the study was to investigate the interaction between the content of the textbooks and the requirements outlined in the curriculum for the course social studies 1a1 particularly concerning the subject of personal finance. Through a meticulous analysis of the textbook content, the study explored whether the textbooks reflected these requirements and provided students with opportunities to develop their economic knowledge. The analysis revealed that the textbooks predominantly focused on presenting factual information and explanations within the economic subject. However, opportunities for students to engage in deeper reflections and receive normative guidance were lacking. This suggests that the textbooks might not fully meet the curriculum's demands to offer students the chance to develop their economic knowledge in a more analytical and critical manner. In conclusion, both textbooks were found to have deficiencies in meeting the curriculum's requirements, though in different ways. The study underscores the importance of social studies teachers being highly conscious of their choices in textbooks and teaching materials. Additionally, teachers should draw on their education and life experiences to complement the content in textbooks and ensure that all aspects of the central content for the course are addressed, especially when certain textbooks omit certain points.