The purpose of this study is to examine the content of sustainable development in geographyin textbooks used in grade 1-3 through a textbook analysis. This is done by first examininghow much in the textbooks that can be related to sustainable development and geography,followed by examining this content further based on the three dimensions within sustainabledevelopment and also how the images interact with the text in the textbooks. Previousresearch in this area, which is mostly aimed at higher grades than 1-3, points to complexityand shortcomings, meanwhile still saying that the subject is important.The textbook analysis is done on the two most common textbooks in the social sciencesubjects for grade 1-3, which are from the publishers Natur & Kultur and Liber. The resultshowed that the content related to geography is quite equivalent between the books and theamount of content is roughly what is expected. It turned out that in Liber's textbook, morespace is given to sustainable development in the subject of geography in comparison withNatur & Kultur’s textbook, which also lacks a chapter that explicitly deals with sustainabledevelopment. The three dimensions are also more evenly distributed in Liber's textbook andthey are combined in several different ways compared to Natur & Kultur's textbook. In thetwo textbooks, the examined images are relatively evenly distributed between the fact thatthey reinforce the text and that they do not add anything or only add something to the textthey are connected to.Previous studies show similar shortcomings in Natur & Kultur’s textbook in geography forgrade 7-9. In Liber’s textbook the students’ action skills are promoted by giving moresuggestions and motivation as to how students can live in a more sustainable way, which canalso give the students hope for a more sustainable future.