This systematic review summarized 42 selected empirical studies on the representations of nature of science (NOS) in science textbooks guided by three theoretical frameworks, which are the four-theme scientific literacy (SL), the consensus view on nature of science (CV), and the family resemblance approach to the nature of science (FRA). This review aimed to identify research trends, research foci, and research results of the reviewed studies under each framework. Concerning research trends, the most prevalent and widely used framework was CV framework, followed by SL, and the least was FRA. Moreover, it took an increasing trend in the application of CV and FRA framework while there was a decreasing tendency for the application of SL framework. With regard to research foci, articles that utilized the SL framework exclusively concentrated on “the balance of four scientific literacy themes.” Articles that applied the CV framework identified four research foci: “the quality of and approach to addressing NOS aspects,” “the quantity and distribution of addressing NOS aspects,” “the factors that influenced NOS representations,” and “the content relation of NOS aspects.” Studies that applied the FRA framework included three foci: “the quantity and distribution of addressing NOS aspects,” “the quality of and approach to addressing NOS aspects,” and “the category differentiation of FRA.” In respect of research results, NOS was poorly represented in science textbooks, irrespective of the NOS framework utilized, country, discipline, and educational level. Some recommendations concerning future research and practice in this field are provided.