This study compares how the equal sign is presented in two middle-school textbook series: (1) Saxon Math (2004), a skills-based textbook series and (2) Connected Mathematics (2002), an NSF-funded, standards-based textbook series. We examined the instances of the equal sign throughout each of the textbooks to determine if they promote relational understanding, which is essential for understanding algebraic equations. Saxon Math presented a greater proportion of equal signs in an operation-equals-answer context than did Connected Mathematics. Saxon Math presented a greater proportion of equal signs in equations with operations on both sides of the equal sign than did Connected Mathematics. However, few equations with operations on both sides of the equal sign were found in either textbook series. If we are to understand the nature of students’ misconceptions of the equal sign, we need to examine the nature of their experiences. [ABSTRACT FROM AUTHOR]