Economics is an important component of social science instruction in
secondary level education in the Philippines. This paper aims to trace
the evolution of economics education in Philippine high school through
a review of all available textbooks, from the very beginning of the
institution of the subject. Analyzed are the changing content, the cor-rectness of the concepts taught, the language used in the books, the
way different contemporary Philippine issues in economic development
is treated, and the writer of the textbook himself or herself. The
analysis also looks at the guidelines writers use in coming up with
reference materials intended for a course in economics for graduating
high school students. Moreover, the way the government approves
these books is also examined. The findings suggest that economics
has not been spared from errors, inconsistencies, and problems that
other subjects presumably face in the basic education curriculum of
the Philippines.