In this paper, the authors analyse the conceptual contents related to plant nutrition in the widely-used school texts of six Spanish publishers. An analysis dossier was elaborated based on the epistemological and pedagogical study of this subject. The publishers deal with the issue of plant nutrition at three different levels (multicellular, cellular and ecosystem) and they establish a conceptual progression. Furthermore, they include a great number of concepts which they deal with in the texts. However, not all of the texts promote the development of a global conception of plant nutrition. (Contains 4 tables.)