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This study investigates the representation of ethical life issues in three Swedish religious education textbooks for grades 4-6, with the aim of analyzing how these textbooks address ethical dilemmas and life questions, and how these presentations align with the Swedish national curriculum (Lgr 22). By employing both qualitative and quantitative content analysis, the study evaluates the extent to which ethical issues are covered and how they are portrayed in relation to students’ needs and the national curriculum’s objectives. Grounded in discourse theory and textbook theory, the research explores how ethical life questions are framed within the textbooks, comparing their treatment of themes such as responsibility, equality and moral dilemmas. The findings reveal that while all three textbooks – Puls Religion 4-6, Upptäck Religion 4-6 and Utkik Religion 4-6 – address ethical issues to varying degree, significantdifference in depth and structure are evident. Puls Religion 4-6 presents ethical questions within a dedicated chapter, focusing primarily on personal identity and social relations, yet lack a deeper engagement with broader societal and moral dilemmas. Upptäck Religion 4-6 integrates open-ended ethical questions throughout the text, though it does not provide a comprehensive focus on key ethical themes. In contrast, Utkik Religion 4-6 offers a more extensive exploration of ethical dilemmas, including issues of responsibility and equality. The study underscores the need for a more structured and critical approach to teaching ethics in order to enhance students’ understanding of complex moral issues in a multicultural society. It also emphasizes the importance of aligning textbooks more closely with students’ interests and the curriculum’s ethical and moral goals.