The Egyptian Christian (Coptic) minority's marginalization in politics and the Egyptian public sphere has been well investigated by several scholars. However, while many scholars and activists continue to call for the inclusion of the Coptic era in Egyptian history curricula, only very few studies have actually analyzed how that historical era--and Copts in general--are presented in these curricula. Thus, I conduct a textual analysis of Egyptian history textbooks from 1890 until 2017. I find that, with few exceptions--contrary to widely circulated speculations--Coptic history has consistently been included, but allocated a disproportionately smaller space vis-à-vis other eras. The analysis also illustrates how Copts are constructed as a largely persecuted and victimized people, with few contributions--implying a narrative arc of decline. Thus, to render Egyptian history curricula more culturally relevant and inclusive, curricular reform efforts need to be reframed to more strategically focus on questions such as how the Copts, and the significance and continuity of their contributions throughout Egyptian history, are portrayed. This study also seeks to offer an integrated framework for analyzing the representation of minorities in textbooks globally.