This study examines the representation of Islam and Muslims in religious education textbooks from the years 2012–2015 used in the Swedish schools, for upper secondary school students at the introductory level. Six textbooks are analysed by applying islamologist, Jonas Otterbeck’s seven categories for textbook analysis (2004). The study shows that the analysed textbooks can successfully be criticized using the framework, some changes and improvements from earlier studies are noted and discussed. However, the central criticism raised causes concern for the representation of Islam and Muslims in the Swedish classroom in terms of exclusion and prejudice. Therefore, the study highlights the necessity for continual textbook assessment by religious education teachers.