The objective of this study was to analysis grades 7 and 8 chemistry students’ textbooks contents vis-á-vis bloom’s revised taxonomy cognitive domain and expectations for students’ involvement. Mixed approach content analysis design was used. Six levels of BRT cognitive domain and expectations for students’ involvement analysis were employed as instruments for document analysis. Moreover, to triangulate and support the quantitative data, semi-structured interview was used and analyzed via thematic analysis. The BRT content analysis result revealed that the learning objectives and activities of these textbooks mainly focuses on the lower order thinking levels, while experiments are more of at the higher order thinking levels of BRT. Learning objectives of Grade 7 - 93 (93.939%), lower levels while 6 (6.061%) higher level and in Grade 8 - 123 (95.349%) lower levels while 6 (4.351%) higher levels. Activity of Grade 7 - 132 (96.350%) lower levels while 5 (3.649%) higher levels and in Grade 8 - 155 (96.273%) lower levels while 6 (3.727%) higher levels. Experiments in Grade 7 - 4 (30.769%) lower while 9 (69.231%) higher levels and in Grade 8 - 7 (29.167%) lower levels and 17 (70.833%) higher levels of BRT. The chi-square test result showed that, the difference between lower and higher BRT level in Grade 7 and 8 learning objectives, activities and experiments (Grade 8) is statistically significant. The students’ involvement analysis showed that: the average index value of Grade 7 and Grade 8 were 0.338 and 0.4325, respectively. This value indicated that the content of both textbooks are not encouraging students to be active. Furthermore, qualitative data analysis showed that the textbooks are not in such a way to make students active and self reliance. Therefore, every aspect of the textbooks should be organized in a manner that equips students with higher order thinking level, and active engagement of learners in the learning process.