The purpose of this study is to lay a foundation to be able to examine if textbooks can be used to teach about lived religion. The study used a qualitative content analysis to examine whether lived religion could be identified in textbooks, within religious education, for the higher grades of compulsory school and in the curriculum with its commentary notes. The results were then analyzed in relation to each other to find out which aspects of lived religion coincided when interpreting the different sources. Using a coding scheme as an analysis tool, the content of the sources was interpreted based on the study's theoretical starting point and through a lived religion perspective. The theoretical starting point was based on Enstedt and Plank's (2018) seven themes- and Ammerman's (2016) three dimensions of lived religion. The results showed that lived religion could be identified in both textbooks and the curriculum, and that all aspects of lived religion that could be identified in the curriculum, also could be identified in all three textbooks. As previous research has shown a significant use of textbooks among teachers and that the lived religion perspective can contribute to a more inclusive religious education, the conclusions of this study show that textbooks contain material identified as lived religion. Thus, this study lays the foundation for further examinations into the use of textbooks in teaching about lived religion.