This diploma thesis is concerned with the question if original philosophical texts should be used in teaching the AHS Oberstufe. The first part of this thesis is comprised of an explanation of the important theoretical terms as they are the basis of the various procedures used in this thesis. Additionally, the different types of classroom management are explained.Philosophic texts are hardly ever read as a whole in class but rather in segments. To compare the texts used throughout the years, two textbooks (‘PHILOsophie‘ by Christian Fischill and ‘Philosophie zum Lesen‘ by Pauer-Studer, Kern, Peter and Reichholf) are the subject of the analysis in this thesis. While the second textbook is merely a collection of texts, the first book presents an overview of all the fields of philosophy taught in class. The practical part of this thesis then summarizes the answers given in a survey which has been handed out to students, teachers and experts. By collecting answers from a variety of people involved, the use of longer texts in class has been questioned. Graphic organizers help to visualize the outcome of the survey.Both students and teachers would like to read more original texts in class. The choice of the right text, however, is utterly necessary. Texts which are too long or even too short would hinder the teaching process and would not lead to the desired outcome.The same tendency towards primary texts for classroom usage is also palpable among the remaining participants. Textbook trends, however, follow a different direction.