Abstract
Secondary school biology textbooks are the central tool in the instructional process of teaching biological science in the American school systems. For example, Yager reported that "over 90% of all science teachers use a textbook 95% of the time; hence the textbook becomes the course outline, the framework, the parameters for students' experience, testing, and a worldview of science" (p. 578, 1983). The purpose of this article is to: (1) document the amount and nature of evolutionary content found in secular secondary school biology textbooks, (2) discuss the importance of understanding the difference between microevolution and macroevolution, (3) establish the connection between evolutionary theory and worldview development, and (4) discuss alternatives to the secular secondary biology textbooks.