This study aimed at finding out the degree of including international standards of science education in the physics syllabus of the secondary stage in Palestinian schools. The sample of the study consisted of the analytical aspect of the physics textbooks of the eleventh and twelfth grades. The findings of the study show that the rates of including international standards of science education in these textbooks do not match expectations. The study also shows that the criterion of physics ranked first on the study scale among the criteria of content, followed by the criterion of science as a survey, and then the criterion of unified concepts and processes of science. However, there is obvious omission of the standards of science and technology, science from personal and societal perspectives, and the history and nature of science. In light of these results, the researcher recommends the development of the physics syllabus of the secondary stage to include international standards. The study, further, calls for more research on the assessment of physics textbooks and other disciples of science at different educational levels in view of content standards as well as on the impact of including such standards on the learning outputs.