The topic of migration increasingly attracts interest in science and public. Migration is generally perceived as a danger to society, while the complexity of the migration process is often disregarded. As textbooks belong to informational media, they reflect publicly and socially accepted knowledge. Therefore, content and discourse of textbooks construct and build reality and make an important contribution to the pool of knowledge of a society. This raises the question of how migration is handed down to future generations, and respectively, how it should be communicated? How important is the representation of this theme for a society? Is it even relevant to know about the characteristics of migration as process, or the different definitions of this term? To investigate these questions, this diploma thesis deals with the representation of migration in current accredited Austrian history textbooks of the 8th grade and examines the dominating discourse within the subject. Further, it is analyzed if textbooks comment on the complexity of the term migration and how they treat differentiation. In addition to a content analysis, a formal analysis shows the extent and emphasis of the topic compared to other topics in the textbooks. In detail, this work analyses which descriptions, historical sources and tasks were used to deal with the topic of migration. The results demonstrate that little space and importance is devoted to that issue only 1,57 % in relation to the total content. Further, the textbooks focus on debating refugees as main discourse, while other forms of migration, like migration of elites or commuters, are not mentioned. Furthermore, suggestions for improvement in dealing with the topic of migration are included at the end of this work.