Recent studies in education have indicated that analogies are occasionally included in chemistry textbooks in an attempt to help students' understanding of abstract chemical concepts and sub-microscopic structures. This paper reports on a study in which authors of major textbooks currently used in Australian schools were interviewed to ascertain their views on the use of analogies in chemistry education. The authors indicated that they are generally unwilling to set analogy into print because of a belief that analogies should involve discussion and negotiation with students which is not possible in a textbook situation. Those authors who employed analogies sparingly in their textbooks, tend to focus on analogy as a visualization tool and, to a lesser degree, a way of communicating abstract ideas via the students' own language and experience. Alternatively, those authors employing analogies more frequently in their textbooks, tend to see analogies more as motivational tools. It is concluded that the unfamiliarity of textbook authors with research guidelines regarding analogy presentation highlights the problems of the efficient dissemination of research findings in science education to practitioners. (Contains 10 references.) (PR)