The purpose of this study was to examine the developmental psychology sections of the most commonly used educational psychology textbooks with respect to; their use of politically correct language, epistemological styles, breath/depth of content, scope and utilization of up to date information. Content analysis was used to examine the textbooks. Results showed that the existing textbooks significantly lacked concern about non-discriminative/politically correct language; they were places in dualism; content typically introduced basic concepts and classic developmental theories. Findings, limitations of the study and implications for future studies and teachers education were discussed. (C) 2009 Published by Elsevier Ltd. Selection and/or peer-review under responsibility of Dr. Zafer Bekirogullari of Y.B.