This thesis is a descriptive study that is aided by the theories of representation and post colonialism, which aims to compare how different the colonial legacies of British and French eurocentrism and colonial stereotypes are represented in contemporary Moroccan and South African history school textbooks. By aiming to incorporate the wealth of international scholarship knowledge on eurocentric perspectives and colonial stereotypes in school textbooks. This thesis indicates how postcolonial theory and in this case eurocentrism, often ignores the fact that different legacies in Europe have different understandings of the representation of history, colonialism and finally the representation of the oriental "other" and the black "other". The qualitative content analysis method aids the comparative analysis in studying the underlying meanings, motives and purposes within the text, to assist in understanding, if there are and if so, how these eurocentric legacies are still perpetuated in contemporary Moroccan and South African history textbooks. To conclude, this study demonstrates that the British representations are illustrated and discussed through a critical perspective in the South African textbooks, while the Moroccan textbooks are mainly dominated by the French representations.