This study explores how Islamic scientific contributions, especially during the Islamic Golden Age, are represented in Swedish high school religious education textbooks. By critically analyzing the textbooks Lika och Unika 1 & 2 and En människa, tusen världar, the study finds that while Christianity’s connection to science is widely covered, Islam’s influence on scientific progress is often missing. This lack of representation can create a Eurocentric view of science as a mainly Western achievement, which conflicts with the Swedish curriculum’s goal of promoting intercultural understanding and critical thinking. The absence of Islamic contributions may lead to feelings of exclusion and lower engagement among students from diverse backgrounds. The study highlights the importance of presenting a more inclusive history of science to enhance students’ cultural awareness and understanding of how different knowledge traditions have shaped the world.