The education system for Palestinian lives in East Jerusalem -Israel offers a window into the complex reality of everyday life for residents living under the ongoing conflict. The basic right to education is intact, but the system suffers from problems, budgets, discrimination, and censorship This study examined the Authority textbooks for the Palestinians in East Jerusalem, their foci, and the processes that they underwent over the years. When examining textbook compilation and especially History textbooks, in the Palestinian Authority which are studied in the West Bank and East Jerusalem, one sees an effort for the construction of a Palestinian national identity for the people of the Palestinian Authority (or Palestine), alongside the maintenance of the Palestinian people's collective identity through this important vessel – school textbooks. These textbooks do not only attempt to portray historical events, but they also shape the collective Palestinian memory in Israel and Palestine. Textbooks hold a special place in pedagogic theory. In previous studies of textbook analysis, they represent the historical narrative that students learn – their own as well as of others. The decision to define some groups’ knowledge as the most legitimate or official knowledge, while other groups’ knowledge hardly sees the light of day, stems from who has power in society. This study examined history curricula and textbooks published by the Palestinian National Authority from 2000 until today, these books are also used in East Jerusalem for the Palestinian residents. While the Palestinian Authority is officially responsible for the curricula in East Jerusalem, Israeli authorities are acting to minimize the influence of any content, which has Palestinian national value by employing censorship For Textbooks for Palestinian published by the Ministry of Education in Israel. The study presents the government’s control over education and its control over curricula and content. The study followed an analytical approach – involving analysis of the content of the books and of the documents and resources of the Ministries of Education, interviews with people in the Ministries responsible for directing policy and supervising the preparation of the history textbooks, and of other literature that has dealt with this subject. The findings of this study show that textbooks portray the history of the Palestinian-Israeli conflict through distinct and contrasting Palestinian and Israeli perspectives. Moreover, they underscore how textbooks and curricula serve as instruments of power wielded by both authorities to assert control and shape narratives.