The aim for this essay is to research whether Nordic mythology can be seen as a cultural heritage and should be given more space in the Swedish educational system. The study will do so by looking at textbooks from the 17th century, which contains several poems, short stories and more, all influenced by or associated with Nordic mythology. This elderly schoolbook is in this study compared to with a more modern textbook through a discourse analysis. The essay has several purposes which are firstly to see how much of a difference there is between the two textbooks in terms of how much content revolves around Nordic mythology. Secondly to verify what kind of signals the different books sends out to students, looking at it from an educational perspective, gender theories and solidarity are two important keywords for the study. And thirdly how the subject can be viewed upon and adapted into educational purposes looking at from a didactic angle. The results of this research show that there is a great cultural meaning of Nordic mythology, but it has gone lost in terms of its place in the Swedish educational system. During a timeline of 150 years it has been reduced from being present in all education to nearly a non-existing subject even in religious studies. Deeper into the research and the analysis of the two textbooks the underlying messages are clearly different in terms of language use. The 17th century book is emphasizing the culture that Vikings or the Nordic mythology strongly represents whilst the modern books simply introduces the subject with a non-stress language.