Through the analysis of some health lessons in national textbooks and their teaching sequences, this research critically analyzed health education in Lebanon according to the World Health Organization (WHO) recent definitions of “comprehensive health education curriculum”. Two classroom observations for nutrition lessons were conducted in two neighboring schools, a Lebanese Public School and a Palestinian one, to test the hypothesis of possible differences between them. Two grids were established to collect data. The results were recorded in tables and then commented. The results indicated that the nutrition health lessons and teaching sequences were directed toward disease prevention more than health promotion, ignored the focus on personal perception of risk, and poorly addressed social influences and skills. Teachers used strategies that do not engage students. The study concluded the need to adapt the national textbooks and improve the teaching sequences according to WHO definition of comprehensive health education.
