One of the important factors in a successful educational process in schools is a properly prepared textbook according to its didactic-methodical principles. Textbooks of Croatian language were not much described in the past, but the awareness of their importance exists long ago so that they are often exposed to critics because these textbooks teach about culture and identity, as well as about the mother tongue. This thesis aims to stimulate awake the awareness that would lead to changes. The purpose of this thesis was to analyse the instruments of textbook units based on didactic-methodical principals and to establish to what type of educational process analysed textbooks refer to, as well as to determine whether they accomplish required purposes of education. With this purpose was conducted the analysis of four croatian language textbooks for fifth grade of elementary school that were approved by Katalog obveznih udžbenika i pripadajućih dopunskih nastavnih sredstava za osnovnu školu, gimnazije i srednje strukovne škole u školskoj godini 2014/2015, in order to detect text forms and their influences on the content of textbooks, as well as the analysis of didactic-methodical principles indicated in this thesis. The analysis revealed that the textbooks of croatian language were oriented on explication and as such contain to greatest extent assertive text forms, while the didactic-methodical analysis displayed that it was necessary to involve preferable criteria of textbooks and requirements from Udžbenički standard more in the making of textbooks, especially when it comes to the sources that refer to multimedia contents.