This analysis exemplifies Texas as 1 of 22 "adoption states" that select textbooks according to systematic state criteria and interprets this approach in relation to textbook reform efforts. Survey data of state committee members' ranking of criteria during the initial selection phase revealed that the top three criteria were organization and presentation of content, adherence to the proclamation, and pedagogical strength. The majority of respondents were unable to verbalize their understanding of the most frequently chosen criterion, though all freely discussed their use of textbook proclamations (area content guidelines and requirements). During the second selection phase, decision makers comparatively reviewed books surviving the elimination process by using "organization and presentation content" and "pedagogical strength" as major criteria. The Texas data support other research findings that publishers' presentations play an important part in reviewers' decisions. The findings presented in this paper question reform plans that would begin anywhere other than with the 22 states that have long dictated national textbook content. Research questions the efficacy of improving the skill bases of selectors under control of guidelines constructed by state boards. Reform efforts must be directed toward lay persons with actual control over content. Additionally, state boards must perceive the need to become better informed or to place selection power in the hands of professional educators. Five appendices on the Texas adoption system include lists of books to be adopted as well as content guidelines for selected years. (CJH)