Spanish-American history is a subject that is constantly taught in the history textbooks used in Spanish schools, both past and present. However, its approach can change over the years and so does “the importance of America for the Spanish History curriculum” [Correia, Revista HISTEDBR On-line, 36: 14–24 (2009): 14]. This chapter aims to analyse how history content related to Ibero-America refers to Brazil and its colonial past linked to the Lusitanian Empire, and how it has been developed in two different Spanish History textbooks aimed at students in the second year of the Baccalaureate (BA) in Humanities. One of the books was published in 2016, before the current Spanish Education Law (LOMLOE 2020) was enacted, and the other in 2023, after it had been reviewed. We therefore aim to investigate and discuss whether the changes in the legal education framework have had an impact on the development of these teaching materials. We will also determine whether they have contributed to the construction of an Ibero-American identity, considering its identity, alterity, and cultural and ethnic diversity. Additionally, we will examine how the traumatic legacy of slavery is reflected in each case. Finally, we will present some suggestions for promoting a mutual and reciprocal perspective on the shared past of Iberian and American cultures.