The purpose of this thesis is to investigate gender bias in the OpenStax online textbook, College Algebra 2e. First, I provide a literature review that details how textbooks have historically been gender-biased, and how this is particularly disheartening for students in science, technology, engineering, and mathematics (STEM) fields. I then summarize research that illustrates the importance of representation in STEM fields. To study whether bias was present in the College Algebra textbook, I created a database of all the applied problems in the textbook and coded them based on different criteria. Next, I aggregated the data into summary tables for each category and created proportions for each of the categories. Finally, I used confidence intervals and Fisher’s Exact Test to compare the different proportions. I did not find evidence of gender bias in the problems, but I did find a lack of representation in the historical figures mentioned in the textbook. This shows improvements from the literature presented, but still highlights the need for an ongoing conversation around gender bias in textbooks.