In an article published in 1993, Rahima Wade reviewed the quality of social studies textbook content analyses published in three major social studies journals between 1982 and 1992. She concluded that the quality of this research was disappointing. Borrowing and refining Wade's methods, this article presents the findings of a review of all 29 textbook content analyses published in the same journals between 1994 and 2016 to see whether textbook content analysis research has improved during the past two decades. The results indicate that the quality of this research has improved little: many studies were unclear in their sampling strategies, validity and reliability of coding variables, and data collection and analysis procedures. The methodological limitations rendered their substantive findings questionable. This article concludes with recommendations for textbook researchers to explicate their data collection and analysis processes and make their results more useful to social studies teaching and learning. It also has implications for social studies teachers on how to use textbooks critically to provide students a more meaningful and powerful learning experience.