The thesis of this paper is that political systems and government authorities do indeed directly interfere in the creation of the content of historical literature that is used in schools by approving the content and usage of the textbooks. The thesis has been put under testing by analysing highschool textbooks that were issued from 1984 up to 1998. By analysing the materials, the main focus was on the textbook sections where establishment of the “second” Yugoslavia was covered. By choosing the same sections in different editions, the differences between the textbooks were more emphasised and easily noticeable. By stressing out those differences, we can clearly correlate the historical period of when they were published with the way they are formulated and or changed. The periods that we can use as “timeframes” of publishment are: Yugoslav Utopia (for the textbooks published in the 80’s), Period of destabilisation and uncertainties (for the textbooks published in the transition 80’s to 90’s) and Period of Croatian nationalism (for the textbooks published in the late stages of the war and postwar). The main differences between the materials (that were stated out in the analysis in the paper) clearly indicate in which stage / timeframes was each textbook published - which gives out the confirmation that historical surroundings (such as: government change, war, political change...) really do directly interfere in the production of history textbooks and not only on the linguistic level - they alter the content so much that the whole historical image of a certain period gets to completely change to the level that it has almost no common meaning.