The presence of gender bias in school textbooks is a global educational challenge often associated with the hidden curricula. However, while the problem has been almost entirely attributed to general education systems little empirical data exists when it comes to higher education. The purpose of this study is, therefore, to shed light on the uncharted terrain of gender representation in textbooks and learning materials in the higher education context. The study combined quantitative and qualitative content analysis approaches to investigate the magnitude of gender bias. The findings generally show considerable male domination in language use (proper and common nouns and pronouns) and portrayal of actors in prestigious professions like scientists, medical doctors, managers, and top government officials while women are depicted as company employees, school psychologists, and fashion models in pictures and other illustrations used in the textbooks. Finally, the article suggests areas for further research and policy interventions.