This chapter examines how migrations between the nineteenth and twentieth centuries are portrayed in upper secondary school textbooks from the United States, Argentina, and Italy—three countries with significantly different migration histories. Focusing on overseas migrations from 1860 to 1914, this investigation examines how these textbooks address key social dimensions, including labour conditions, cultural and religious diversity, identity formation, and urban living environments. The analysis draws on three methodological frameworks: (1) quantitative and thematic content analysis; (2) a comparative approach to assess the inclusion or omission of migration-related themes; and (3) narrative analysis, focusing on distinctions such as voluntary versus forced migration, nation-building processes, social mobility, and citizenship. The findings reveal that migration is often portrayed as a fundamental component of national identity, particularly in countries such as the United States and Argentina that have significant immigration. By contrast, in emigration countries such as Italy, migration tends to be underrepresented or marginalised. The predominance of national narratives limits the capacity to engage with the global economic interdependencies that underpin migratory movements. The chapter concludes that the history of migration is closely linked to issues of labour and rights. While integration is acknowledged as a complex and non-linear process, its full depth and tensions are not consistently explored within textbook narratives.