The aim of this study is to examine how personal finance is presented in upper secondary social studies textbooks (GY11), with a specific focus on the types of knowledge and skills emphasized in relation to financial literacy. The study is guided by two research questions: (1) What aspects of financial literacy can be identified in the textbooks based on Remund’s (2010) definitions? and (2) What similarities and differences exist in how textbooks describe and emphasize knowledge and skills related to personal finance? A qualitative content analysis was conducted on eleven Swedish social studies textbooks, using Remund’s five-dimensional model as the analytical framework. The model includes: knowledge of financial concepts, communication about financial matters, practical skills, financial decision-making, and confidence in financial planning. The material consists of textbooks published in accordance with the GY11 curriculum, with only sections on personal finance being analyzed. The analysis was guided by critical questions linked to each of the model’s dimensions. The results show a strong emphasis on fact-based knowledge transfer: textbooks primarily define financial terms, while more advanced aspects such as decision-making and financial self-efficacy are largely underrepresented. Although the textbooks share structural similarities, they vary in the depth of concepts, the use of examples, and the extent of student engagement. The presentation of personal finance is often individualized and lacks reference to broader societal structures. The study concludes that textbooks only partially support the development of financial literacy as defined by Remund’s model.