The multiplication principle is a fundamental principle in enumerative combinatorics. It underpins many of the counting formulas students learn, and it provides much-needed justification for why counting works as it does. However, given its importance, the way in which it is presented in textbooks is surprisingly varied. In this paper, we document this variation by presenting a categorization of statement types we found in a textbook analysis. We also highlight mathematical and pedagogical implications of the categorization. [For the complete proceedings, see ED583989.]