<p>Scant information exists regarding gender representations in Arabic educational materials, specifically science textbooks. To address this research gap, this study conducts a comprehensive comparative analysis of gender representation in ninth-grade science textbooks in thirteen Arab countries, namely Algeria, Egypt, Jordan, Iraq, Lebanon, Libya, Morocco, Oman, Palestine, Sudan, Syria, Tunisia, and Yemen. Using a quantitative content analysis methodology, we examined the visual (images) and textual (named characters and authors’ gender) elements in twenty-five textbooks. The results revealed a widespread and systematic male bias. Visual representations showed a marked imbalance, with countries such as Oman and Palestine recording extreme male-to-female ratios (8:0 and 16:1, respectively). Furthermore, the textual analysis revealed an even more pronounced gap, with Egyptian textbooks, for example, devoid of any named female characters. When considering professions, stereotypes were glaring. High-status roles such as “scientist/researcher” were almost exclusively associated with men, while female characters were often confined to roles such as “students” or “doctors”. Additionally, Arab female role models were almost entirely absent. These findings call attention to the pressing need for science textbook reform and encourage educators, policymakers, and curriculum developers to commit to developing more equitable and inclusive educational materials in the Arab region.</p>