This volume illustrates, using the example of Swiss educational material policy, how the approval processes for teaching materials are organized from a governance analytical and sociological perspective of knowledge. It examines the criteria used to evaluate educational materials and how approval decisions are legitimized. Educational material policy is a central element of modern education governance. It defines what knowledge, skills, and values are conveyed in school instruction. To determine the body of knowledge, the state has established approval processes and assigned specific actors from the school, politics, and society to carry them out.