In the present study, text presentation in biology textbooks was analyzed with respect to misconception and elements of conceptual change towards the learning of "Cell Structure". Content analysis of the lesson "Cell Structure" in five biology textbooks of Grades 11 and 12 across selected educational boards in Asia like the International Baccalaureate Diploma Program (IBDP), Cambridge Advanced Subsidiary and Advanced Level (AS-A Level), Advanced Placements Board (AP Board), Central Board of Secondary Education (CBSE) and Tamil Nadu Board of Higher Secondary Education (TNBHSE) was carried out to identify the differences in text-presentation with respect to misconceptions and elements of conceptual change towards the learning of "Cell Structure". Analysis for elements of conceptual change was carried out by applying "Posner's Model of Conceptual Change" needed for the replacement of these misconceptions. The results of the analysis indicate that all four elements needed for conceptual change learning were found only in biology textbooks of international boards. The study further reports that the text presentation in these biology textbooks is non-expository with refutational characteristics fostering conceptual understanding by "reasoning and inquiry". In contrast, text presentation in biology textbooks of Indian educational boards is expository, fostering conceptual understanding by "memorization".