The interaction of every political regime with the legacy and history of its predecessor is inevitably challenging—especially in the modern era, where public opinion plays a crucial role. The Pahlavi state, which succeeded the Qajar dynasty, paid particular attention to standardizing and shaping public consciousness through institutions such as education. Since one of the most significant means of guiding an educational system lies in the compilation of textbooks, the present study, employing a descriptive-analytical method, examines history textbooks of the Reza Shah period to identify the scope, characteristics, and main themes related to the Qajar era presented in them. It seeks to answer the question: What image of the Qajar period was conveyed by the Reza Shah government’s educational system at various levels of schooling? The findings reveal that in elementary-level textbooks, relatively little attention was devoted to the Qajar period; however, in high school textbooks—despite the considerable amount of content dedicated to that era—biases were mainly reflected in linguistic expressions and terminology. The multiplicity of textbook authors and their consideration of the interrelation of historical events and accounts limited overt distortions of facts, except in discussions regarding the post-Constitutional Revolution developments. Moreover, the biases that culminated in the narrative of the coup d’état of 3 Esfand 1299 (February 1921) were, until 1938, more the product of writers’ positional insecurities and adherence to dominant contemporary discourses than of any formal censorship or supervisory structure. Nonetheless, after that date, the Ministry of Culture initiated a cohesive effort to present a unified historical narrative through combining selections of earlier texts and rewriting certain accounts.