This study determined the quantitative and qualitative portrayal of females and minorities in the illustrations of seven contemporary elementary science textbook series. An evaluation instrument was devised to determine the current status of the targeted groups. Illustrations were evaluated on the basis of minority versus nonminority and male versus female representation. The activity and assumed role of the individuals were also tabulated. A total of 5,965 human illustrations were evaluated. Results reveal that the group "female children" is represented with greater frequency than are other child groups. Minority children are represented less often than nonminority children, and female and and minority adults are depicted less often than nonminority male adults. Although the textbooks evaluated in this study display science positively for most societal groups, minorities are underrepresentated and illustrated in a limited number of career roles. Implications and suggestions for teachers, supervisors, and teacher educators are provided. For example, it is suggested that adult females and minorities be depicted with greater frequency in a variety of occupational and nonoccupational roles. (Author/JN)