This dissertation determines how state-level textbook decisions were made in Texas during the period 1969-81. A combination of primary document, survey, and oral history data is employed to reveal actions of participants in three decision groups and their interactions with textbook publishers and petitioners during phases of three textbook selections. Investigation focuses primarily on how textbooks were evaluated and the nature and extent of publisher and petitioner influence on decision makers. This study's qualitative methodology interprets the "insider" view from oral history data of each of three decision phases. Chapter 1 describes research motivation, utility for practitioners and scholars, and the study's terms and limitations. Chapter 2 relates how study focus evolved, and chapter 3 explains investigative procedures. Chapter 4 presents data from the case studies, and chapter 5 reveals that all three groups used the Texas textbook guidelines as an important evaluation criterion but that each group interpreted them differently. Publishers were most influential with the state textbook committee and least influential with the board of education. Petitioners, however, were most influential with board members and less influential with the commissioner of education and his staff and with the textbook committee. Sixty-three references are included. (CJH)