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Science-technology-society (STS) has been identified by the National Science Teachers Association (NSTA), the Departments of Education in a variety of states, and a variety of commissions and panels concerned with reform in science education as a new direction and goal for science education. Because most teachers are dependent upon textbooks for determining their curricula and teaching approaches, an investigation of 11 of the most frequently used secondary science textbooks in the U.S. were reviewed to determine the attention given to STS topics. The framework established by the Project Synthesis research team for STS was used to define STS topics. The 11 textbooks were examined in their entirety to determine space devoted to STS. Minimum interrater reliability was established at 0.80; any deviation resulted in further analysis. Comparisons were made of STS coverage by science disciplines and across the 7-12 grade levels. Results revealed that less than 7% of the narrative space is devoted to STS topics, with a range of 11.5% to 0.5%. Further, the coverage of STS topics decreases as grade level increases. A great discrepancy, therefore, exists between goals for science education (an STS emphasis) to actual coverage in the most frequently used textbooks.