Teaching materials, and particularly textbooks, play an essential role in the socialisation of children through the communication of values. As „textbooks are not a reflection of reality, but an arrangement of the representation of a society that they legitimise” (Brugeilles & Cromer, 2008, p.42), we argue that they contribute to challenging, perpetuating, or increasing gender inequalities. With this publication we plan to present the results of our second study in which we analyse 59 textbooks that are most used in the first three years of secondary school in Luxembourg. The aim of this research is to show the prevalence and the persistence of gender stereotypes in visual and written representations through (1) the counting of female, male and non-binary characters, and authors, (2) the description of professional, leisure and domestic activities classified as “feminine” and “masculine”, (3) the use of gender inclusive language, and (4) the intersectional in/visibility with race, disability, and sexual orientation.