The textbook is a predominant feature of most classrooms in the United States. Because the textbook is an important aspect of the educational experience, it is essential that the content of the texts be carefully scrutinized. The purpose of this study was to examine and compare the visual portrayal of racial, ethnic, and gender groups in elementary science textbooks published in the 1970s with those published in the 1980s. An instrument was developed to analyze the nature and type of activity engaged in by these groups as well as how often members of these groups were portrayed. Data were collected from three elementary science textbook series published in the 1970s and three from the 1980s. Although in some areas the portrayal of members of racial, ethnic, and gender groups improved to an extent, the results of this study would indicate that the portrayal of members of these groups is inaccurate and inadequate. Included are the methodology, results, and conclusions. (Author/KR)