In order to get the data for developing not only an ideal biology curriculum in Korea but also appropriate educational scheme of genetics in the high school Biology the recent editions of the Korean high school biology textbooks, the second editions of the British Nuffield Biology and the third editions of the American BSCS biology textbook were analyzed and compared each other (particularly with respect to the genetics theme). The results obtained are presented below: 1) The recent editions of all five kinds of the Korean high school biology textbooks were not found to be significantly different each other in the relative stress an the theme and level; they concentrate on structure and function in the theme and individual in the level. The considerable stress is paid on the molecular and cellular levels in those textbooks, implying that the Korean high school biology textbooks exhibit the modern biological feature but they do not show any inquiry scientific stream in method of science education. 2) In the third editions of BSCS, the fundamental conceptual theme covers an inquiry science commonly in all three versions but the level covers differently depending upon the version (molecule in blue, cell in yellow and biosphere in green version). 3) In the second editions of the Nuffield biology, the theme covers structure and function and the level does tissue and organ, implying that it is closer to the conventional textbook even though it exhibits the biology as an inquiry science. 4) The genetics part is considered to be described appropriately in all five kinds of the Korean high school biology textbooks, particularly hereditary mechanism and gene expression are dealt with which seem to be an advanced level in the biology education. 5) The genetic engineering or molecular genetics may be necessary to be involved in the biology textbook because of its up-to-date part in the modern biology. Both of instructors and students may have a hard time to understand and teach satisfactorily such an advanced knowledge of the modern biology. 6) The laboratory practice of genetics unit in the high school biology seems to be insufficient compared to other parts of themes in the textbooks which is necessary to consider an idea of making up those problems. 7) Not sufficient time to teach is allocated for the genetics part in the textbooks which is also necessary to develop the technical device to teach the whole volumes of genetics part in a given period of short time. 8) The genetics are concerned in the curriculum of social study, gymnastics, public health and home economics in the Korean high school. The genetics part in those fields should also be adjusted each other.