This content analysis examined illustrations (n =3,357) in the core lessons of four top-selling publishers' social studies textbooks, grades one through three. The graphical (n =556) and pictorial (n =2801) displays were coded for typology, explanation (labels or captions), referential text connection, location of referential connection, function relative to text content, and pedagogical support provided in teacher's editions of the student's texts. Photographs taken within the last ten years were the most utilized type of pictorial display (about 73% of all pictorial displays); maps were the most utilized graphical display (about 64% of all graphical displays). There were very few tables or graphs. Illustrations contained explanations about 67% of the time; there were significantly more explanations for illustrations in third grade basals (83%) than in first (52%) or second grades (58%). Referential text connections were provided for about 12% of all illustrations. About 69% of illustrations added information not provided in the text. Over 66% of illustrations were pedagogically supported; support varied significantly across publisher and grade level. Meager support was provided for type and/or history of illustrations. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://bibliotheek.ehb.be:2222/en-US/products/dissertations/individuals.shtml.]