The purpose of this research was to investigate the implicit meaning making of the “self” and “other” in the upper secondary textbooks through Van Dijk discourse analysis. This study was a qualitative research based on discourse analysis with research population of all upper secondary textbooks (Humanities Branch). In this study purposeful sampling method was used. The method of data collection and analysis were documentary through the review of primary (seven textbooks) and secondary sources as well as review of words, text, and paragraphs, respectively. The findings reveal that the authors of selected textbooks, being aware of the ways of reproducing power in discourse, have highlighted self-positive identity and other negative aspects through the use of implicit meaning making strategy. According to the findings, it is suggested that curriculum planners and authors make a fundamental change in the content of textbooks through a better and deeper introduction of modern concepts related to the culture and civilization of Islam and Iran (self-positivity) instead of extreme emphasis on negative aspects of other cultures.