This study used content analysis to explore the way in which primary grade school textbooks in Georgia cover multicultural content. Seventeen primary grade textbooks for all subjects were assessed with Relational Qualitative Content Analysis, which included five subcomponents: (1) ethnocentric approaches; (2) promoting intolerance; (3) stereotyping; (4) classification of different groups (invalid, enemies, others, etc.), and (5) accuracy and scope of information. The research revealed important shortcomings in each of the components mentioned above and makes important suggestions for National Curriculum and school textbook reforms in Georgia