This qualitative study is a two-part analysis of first year algebra textbooks adopted for use in South Carolina. Part 1 examines the five books selected in the 1984 adoption. This comparison of first year algebra textbooks examined: (1) whether the textbook authors had adjusted the traditional context of math texts at this level to reflect interest in including females and ethnic minorities in the target audience, and (2) motivational factors, comprehension cues, technical aids, philosophical position, cost, and textbook sales for the year of adoption. Part 2 extends the survey to the five textbooks selected in the 1990 adoption process and addresses the changes made by publishers in response to the National Council of Teachers of Mathematics (NCTM) standards. (Author/MDH)