This study aimed at investigating the extent inclusion in science textbooks at second cycle of basic Education in Oman according the interrelationships of the Science -Technology - Society - Environment (STSE) approach, and extent different inclusion between classes. The sample consisted of science textbooks of the classes: fifth; sixth and seventh of the second cycle basic in the academic year 2003/2004. They were selected intendingly from a population of curriculum of second cycle basic from class fifth to tenth . To answer the questions of the study, a content analysis tool was developed. The tool consisted of 21 aspects representing the different interrelationships of the (STSE), divided into five domains; the positive effects of science and technology in the society and environment, the negative effects of science and technology on the society and environment, the effect of the society on science and technology, the interaction between science and technology, and the limitations of science and technology. The subject was used as the analyzing unit. The validity of the tool was conducted by asking panel of experts in science education to give their comments, and the reliability was calculated using Holsti's Coefficient of categorical reliability giving value of 0.95 between three analysts for a sample of the curriculum subjects science textbooks. These results were enough to measure the aims of study. The most important result of this study revealed the following: (21%) of the contents of science textbooks inclusion the interrelationships between Science-Technology-Society-Environment (STSE). The science textbooks did not show the interrelationships between Science Technology-Society, Environment in a balanced form ; they focused noticeably on the first domain " the positive effects of science and technology in the society and environment".. There were significant differences of statistical in first and fourth from study domains for science textbooks and in classes. Eventually, the study puts a couple of recommendations such as giving more care to the interrelationships among Science, Technology, Society and Environment, to developing science curriculum. The study also recommended further studies taking such approach.