This thesis explores the portrayal in religion textbooks in Swedish upper secondary schools of gender in Islam, with a particular focus on marriage and attire. Employing qualitative content analysis, this study looks at three textbooks and examines how normative gender roles are portrayed. The findings reveal marked variations in how Islamic gender norms are depicted and underscore the importance of critical engagement with educational materials to foster inclusivity and equity in education. This study contributes to a better understanding of the intersectionality of education, gender, and religion. It emphasises the need for educational practices that challenge traditional views in order to better equip students for a pluralist world.