Despite the increasing literature on textbook analysis in post-conflict societies, few studies have investigated textbooks in conflict-ridden areas where wars and armed conflicts are still ongoing. This study examines representations of North Korea and unification in South Korean middle school social studies textbooks. South Korea is an interesting case to study, as it is the site of both an intractable conflict and emerging multicultural state. The findings of the study demonstrate that textbooks failed to provide any complex international perspectives of unification; described deficit-only views of North Korea, along with a sense of economic, cultural and political superiority of South Korea; took a lopsided view of the South-North relationship; and offered a nationalistic and ethnocentric approach to legitimising unification. This paper provides recommendations for future research that will resonate with scholars and policymakers in different conflict situations, contributing to diverse understandings of the contextualised nature of textbooks in divided societies.