This article reports the findings of a study that analyzed the teacher editions of primary-grade science and social studies textbooks for comprehension strategy instruction. After observing several science and social studies classes in the primary grades, it became clear to the authors that strategy instruction was missing in many of the lessons. Because it is common for teachers to rely on textbooks as a primary source for their lessons, the authors decided to examine primary textbook materials in order to determine the support they give teachers in developing children's comprehension. The analysis found little in the teacher editions designed to help children become strategic readers of content text. Three major issues emerged from the analysis: (1) Limited modeling of comprehension strategies; (2) Reliance on the use of instructional techniques; and (3) Use of terminology. Suggestions for classroom teachers are included. (Contains 1 figure and 3 tables.)