The development of scientific literacy is a major goal of school science education throughout the world (e.g., Next Generation Science Standards [NGSS], Australian Curriculum and Reporting Authority [ACARA], 2015; NGSS Lead States, 2013), and a necessary prerequisite to achieving these goals is developing students’ understandings of nature of science (NOS). As textbooks have been shown to be heavily utilized in school science classrooms (e.g., Chiappetta, Ganesh, Lee, & Phillips, 2006), and thus significantly influence student learning, it is critical to examine these resources to explore how they represent NOS. A number of empirical studies are beginning to be reported in the international NOS literature specifically focused on representations of NOS in school science textbooks (e.g., Abd-El-Khalick, Waters, & Le, 2008; Irez, 2009); however, none have been conducted in Australia. This is concerning as Australia has recently implemented a new national curriculum (ACARA, 2015), with an explicit emphasis on developing students’ views of NOS. The study reported in this chapter explores NOS representations in Australian junior secondary school science textbooks, within the topic of genetics.