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This paper explores textbook programmes and curriculum development in four distinct countries – China, Mexico and The Carribbeans. It compares their strengths and weaknesses, while establishing how Nigeria can adopt or improve on what it currently practices. It also highlights the various agencies responsible for curriculum and textbook development in the various countries, including their impact thus far. It concludes that Nigeria needs to develop content based on where the textbooks would be used, as practised in China. Furthermore, it advises that the government need to make approval process seamless and be of high standards without unnecessary partiality and unfavourable policies in book selection and approval for use in libraries and schools in general.