While previous scholarship suggests that "American government textbooks are more alike than they are different," an examination of the market's most frequently adopted texts suggests that this consistency does not extend much further than the subjects of major chapters. We explore the degree to which four major introductory American politics texts provide a standardized curriculum concerning the American presidency. We utilize five distinct lenses to capture explicit and implicit features of the text: organization, emphasis, illustration, evidence, and perspective. Findings suggest that texts differ in meaningful ways in terms of content, emphasis, and perspective. (Contains 3 tables.)