AbstractThe present paper is about the change of the complex issues Nazism/fascism in Austrian and Bavarian history school books for the advanced level of the high school since 1945. The aim was to determine how the representations of the Nazi era have changed in the textbooks and whether and if so in which areas the contents of the two countries differ from each other. The analyses included a total of 14 textbooks that are approved for the teaching of history in Austria, as well as the Free State of Bavaria. Based on a quantitative and qualitative content analysis is a frequency of text components, units and topics were determined and latent structures of meaning and interpretations worked out. The results of the textbook analysis showed significant differences in the representation of the Nazi era in Austria textbooks from the eighties in terms of increasing multi-perspective view and a common objective representation. Furthermore, the Second World War until the eighties considered as part of his own past. The Bavarian textbooks do not show a similar break in this time period. This is a change in the presentation of information about National Socialism earlier and the extent of the incision is not comparable. A turn to the so-called victim theory in the examined Austrian textbooks are to be noted is the beginning of the nineties. The German textbooks represent the Nazi period more neutral. The description of National Socialism is not significantly different in the analyzed textbooks. The main attention is paid to their own history, which is shown as a foreign policy history in the analyzed textbooks Austrian National Socialism and the Second World War up to the nineties. The largest differences occur in the more differentiated and critical explanation of German textbooks in comparison with the Austrian textbooks.