The overall purpose of this essay is to investigate how the textbooks intended for the geography subject present their content on sustainable development and what view of sustainable develompent they have, and if they cover the content on sustainable development that has been determined as central to the geograohy syllabus. This was done by selecting a section from the curriculum version lgr22 from the curriculum's central content, to then make a comparison between what is written in the curriculum and Skolverkets commentary material with what is written in the textbooks on sustainable development. The fact that the result was that all textbooks fulfilled the central content even if for a deeper understanding more perspectives was required, may be because it is left relatively open in the syllabus as to which factual content should be included in the teaching. Regarding the three selected textbook's presentation of sustainable development it appeared that they focused on different basic ideas of what was central to their idea of what sustainable development is. The textbooks showed diffrences in the individuals role and there were differences in which sustainability perspectives were in focus. For example, one textbook had a clearer connection to a social jusitice perspective, while another focused econimacally on consumprion. The third had technological development as a central part.