The study aimed to investigate the extent to which ninth-grade students acquired the Next Generation Science Standards (NGSS) embedded in the Technology textbook. The study adopted the descriptive analytical approach. A content analysis card was employed as the primary research instrument, in addition to two achievement tests designed to measure students’ acquisition levels. The study sample consisted of 384 male and female students selected through simple random sampling. The research focused on the ninth-grade Technology textbook, So The findings revealed that scientific and engineering practices constituted the highest proportion within the science and technology content, accounting for 46.71%, followed by crosscutting concepts at 35.04%, whereas disciplinary core ideas represented the lowest proportion at 18.25%. In contrast, crosscutting concepts were the most dominant standard in the Technology textbook, with a percentage of 62%. The results further indicated that students’ acquisition level in the Technology textbook reached a relative weight of 67.90%. These findings coincided with the predominance of the cognitive dimension in the textbook content. Moreover, the study found no statistically significant differences attributable to the supervising authority, except for differences related to gender in the Technology textbook, And Based on these findings, the study recommended revising and redeveloping Technology textbooks to ensure a more balanced integration of the NGSS dimensions, particularly disciplinary core ideas and scientific and engineering practices. The study also emphasized the importance of incorporating diverse instructional and practical activities to enhance students’ acquisition of NGSS-related competencies. Keywords: Content Analysis; Applied Education; Acquisition Concepts; Next Generation.