A key goal of many national science education reform documents worldwide (e.g., American Association for the Advancement of Science [AAAS], 1993; Australian Curriculum and Reporting Authority [ACARA], 2015; National Research Council [NRC], 2012; Next Generation Science Standards [NGSS], NGSS Lead States, 2013) is the development of students’ views of nature of science (NOS). However, a large body of research has indicated students hold deep-seated, uninformed views about NOS that require deliberate and explicit NOS instruction to facilitate positive change (e.g., AbdEl-Khalick & Lederman, 2000). Research also highlights the central role of textbooks in school science education in both developing (Irez, 2009; Kahveci, 2010; Ogan-Bekiroglu, 2007) and developed countries (Chambliss & Calfee, 1998; Roseman, Stern, & Koppal, 2010), often determining what is taught and learned about science. Importantly, very few commercially available science textbooks have been designed specifically to help K-12 students develop informed conceptions of NOS. Thus, it is imperative to investigate how NOS is represented in these dominant curricula resources.