This paper examines gender equality in general education policy of Georgia making emphasis on textbooks development practices under the ongoing third wave National Curriculum. The desk research, content analysis and in-depth interviews were employed as research methods. Six textbooks of math, biology and aesthetic subject group for grades 1-8 were analysed in light of a. gender roles and activities b. Male firstness Porreca (1984) and c. fragmentation and isolation (Blumberg 2007). Moreover, as part of the study, the desk-research of textbook evaluation policy and practices, perspectives of the school textbooks authors in different subject matters and 50 randomly selected evaluation reports for years 2019-2020 were examined. The study should provide answers on the following questions: 1. To what extend do Georgian textbooks provide gender-sensitive content? 2. Does the textbook approval rule and evaluation procedures facilitate development of gender balanced education resources? 3. Are authors of school textbooks empowered to develop gender sensitive materials? The research results were triangulated and reviewed in light of the Social Relations Concept for Policy analysis by Kabeer (1994). Based over the analysis we can conclude that Georgia is adhered to the gender-aware education policy and is manifested in the gender-neutral approach towards the school textbook development requirements and practices.