By means of this work shall be exposed the way in which the Basque Country, a region in Western Europe is described through textbooks. It is one of the aims here referred get to know the nature of those characteristics which appear limited for the students; what, which, where and why teaching shows them that way and the references it mentions. Involved textbooks have been researched to answer these questions, because they are the most common method at schools. In words of Choppin, researches on textbooks have been developed, especially from 1960 up to date. Contents assessment, as he said, is an assessment of what the book shows on its surface and of what it hides within. The iconographic code, however, does not show much modification until the second half of the 20th century. There were little changes before as textbooks were printed in one colour, and were all of them of small size; this change at the middles of the century was very significant. The used of schematic diagrams marked the most important stage on such evolution; it became so popular that soon was used for any subject at every level. Yet, the real on textbooks history took place on the 70's; where new design and shape textbooks appeared required to fulfill the new pedagogic and technical methodology. The modern age of textbooks was driven by the new technologies; with changes on prints, iconography and the concept of textbook. By this way, it would be interesting recalling the reflections of Choppin, who thought of textbooks as polychromic tools which provide the students with diagrams, pictures, texts and icons which more than explain help to deepen in exercises and readings in a more fascinating way. As it has been said in art, textbooks' ideology or the way to describe the society are subject of continuous research. The guideline of this work has been the textbooks printed in Basque language during the 20th century, and French and Spanish textbooks currently in use. Taking as reference teaching scene and the modifications that textbook printing has suffer during this century, there have been set three different periods in which the Basque Culture, the information about it and the references have been deeply examined. There may be pointed 70 textbooks as source, while 13310 pages were read and 22228 icons analyzed, located and described on content probe. The measuring of the Basque reference at "Environmental Knowledge" subject, and the treatment given to the Basque language and culture depending on the different publishing houses; by means of an iconographic quantitative and qualitative assessment. The results are the following ones: 1. Textbooks printed in the three different languages (Basque, French, and Spanish) do not match the same pattern. - French textbooks completely omit the Basque Country. - Spanish textbooks avoid the Basque Country and where refer it focus it from an hegemonic perspective. - Basque textbooks are divided in two groups; translated books of this section are translated into Basque but include an external idiosyncrasy. 2. The trend of a surface treatment of the Basque Country increases; the most characteristic data refers to landscapes, festivals, sports and gastronomy. 3. Thus, young people of the Basque Country (from north and south) cannot perceive the reality of the Basque region through textbooks. 4. The general conclusion is that there is an obvious decompensation between the publishing houses which provide a social and cultural assessment and those which defend the hegemonic viewpoint. This circumstance makes very difficult reflecting a curriculum on Basque Textbooks.