Selecting a biology textbook can be a very interesting process. This is especially true for the introductory high school biology course where the arena is large and public, open to a myriad of interests which are economic, pedagogical, scientific, political and even religious. How does one possibly enter this process objectively? This article provides a framework for more objectively selecting a biology text based upon credible recommendations from the professional literature. This framework will especially draw from recent research findings in science, learning theory and instruction. Actually, today we do not select only a textbook. Over the past decade the market has moved from textbooks only, in nearly all subject areas, to comprehensive curriculum packages. Packages available in biology typically include, in addition to a student text, an annotated teacher edition of the text, computer test banks, a variety of optional student activities and student study guides. The packages also frequently contain teacher resource books with a wealth of information for ordering and maintaining materials, safety notes, general pedagogy, blow-byblow instructional tips, lists of media and printed resources, and options for use of state-of-the-art high-technology devices such as computer lessons, computer interfacing and interactive videodisc. The biology teacher probably has a greater wealth of instructional strategies from which to draw than does any other educator. All of these components need to be considered in the selection process. The result is that selecting appropriate course materials can be confusing and time consuming, especially if one looks beyond the pretty pictures and topic coverage in a biology text. Where, then, does one begin?