Empirical research has shown gender-related differences in educational materials contribute to females and males performance in mathematics. The purpose of this study was to investigate the degree of representation of females and males in middle grades mathematics textbooks used in southwest Georgia. The most frequently used sixth and seventh grade mathematics textbooks, identified by school system personnel in southwest Georgia, were selected for this study. Content analysis methodologies used were illustration analysis and textual analysis. Chi square was used to test for significant differences between variables. Coding rules and instruments were developed to collect the data of interest systematically and consistently for illustrations and text of middle grades mathematics textbooks. There were relatively even frequency counts of females and males represented in both illustrations and text of middle grades mathematics textbooks used in southwest Georgia. However, patterns emerged which indicated the use of more gender-neutral language and some stereotyping of females and males when analyzing the other gender roles. In both illustration analysis and textual analysis, females and males were portrayed in more gender-neutral roles than any other role. In illustrations and text, males were depicted in more traditional roles than females; and females were portrayed in more nontraditional roles than males.