The eight introductory psychology textbooks most widely used in English-speaking Canadian universities were assessed by one to three raters each for sex bias in language, illustrations, and written content. Overall sex bias ratings were fairly low and consistent across raters; differences were too small to justify any ranking of texts. Other results, which contrast with findings five years ago, indicated that sexist language is rarely found in the textbooks, that all include at least some discussion of sex roles and stereotypes as well as sex differences, and that most include discussion of sex-role development. Raters' different perspectives and expectations were noted and thus discussion focused on two sources of sex bias: errors of commission (e.g., use of sexist language) and errors of omission (e.g., the relative invisibility of women as psychologists). Except for some criticisms of stereotypic illustrations, there were few errors of commission cited; however, many reviewers noted omissions. Suggestions for future textbook assessments are included.This project was partially funded by the Canadian Psychological Association Committee on the Status of Women.I wish to acknowledge and thank the following people who served as reviewers of the texts: