This article explores research results on challenges and problems of schools textbooks for nonGeorgian
schools in Georgia. The desk research and focus group discussions research methods
were utilized in the study. The research revealed interesting patterns on problems of schools
textbooks for minority schools, specifically: a) the problem of quality of translation of the
textbooks; (b) The school textbooks contain stereotyped material as well as diversity of
Georgia and intercultural aspects are not reflected in school textbooks. Some paragraphs in
schools textbooks contain discriminative elements toward different minorities. (c) The portion
of the material in the state language in bilingual textbooks is difficult for pupils to understand
because neither the pupils and teachers nor parents speak the state language well enough to
incorporate the material in teaching and learning process. The research findings have important
practical and educational implications. The author argues that, it is crucially important to make
the policy changes for improvement of school textbooks for minority schools in order to
achieve the goal of civil integration of ethnic minorities through educational system