The purpose of this study was to compare 6th grade Turkish, Singapore, and American mathematics textbooks in terms of certain features of textbook design. Textbooks were compared based on their visual design, text density, internal organization, weights of curriculum strands, topics covered, and content presentation. The results revealed varied assumptions for student learning and choices of design. Singapore books reflected simple features of text density and enriched use of visual elements, fewer number of topics, and an easier inner organization to follow. American books were mainly designed as reference books. Turkish books reflected a measured middle way between the two and reflected a design that valued active student learning. However, Turkish books could use ideas to improve visual design and presentation of certain topics.