This study aimed to analyze the content of science and technology textbooks in light of the Next Generation Science Standards (NGSS) and to measure the extent to which ninth-grade students in Palestine acquire these standards. In addition, the study sought to identify potential differences attributable to the variables of gender and school supervisory authority, as well as the interaction between them, and to propose a conceptual framework for integrating NGSS into science and technology textbooks. To achieve the objectives of the study, the researcher employed the descriptive analytical approach. The study instruments included the NGSS standards list, content analysis checklists for science and technology textbooks, a test to measure students’ acquisition of NGSS standards embedded in science textbooks, and a test to measure students’ acquisition of NGSS standards embedded in the technology textbook. The results of the content analysis of ninth-grade science textbooks revealed that the Scientific and Engineering Practices standard was the most prevalent (46.71%), followed by Crosscutting Concepts (35.04%), and finally Disciplinary Core Ideas (18.25%). In contrast, the content of the technology textbook showed a dominance of Crosscutting Concepts (62%), compared to Scientific and Engineering Practices (27%) and Disciplinary Core Ideas (11%). Regarding students’ acquisition of the standards, the results indicated that their achievement of NGSS standards embedded in science textbooks was below the desired level (67.90%), whereas students demonstrated a notably higher level of acquisition of the standards embedded in the technology textbook (76.60%). The findings also revealed a predominance of the cognitive domain over the practical domain, reflecting the absence of the integrative vision advocated by the NGSS framework. Furthermore, the results showed no statistically significant differences in students’ acquisition of NGSS standards in science and technology textbooks attributable to the school supervisory authority or its interaction with gender, except for statistically significant differences in students’ acquisition of the standards embedded in the technology textbook attributable to gender. Based on these findings, the researcher recommended reconstructing science and technology curricula in an integrated manner aligned with NGSS, engaging students in inquiry-based and experimental activities, incorporating digital and technological learning activities, providing training programs to develop critical thinking and problem-solving skills, and periodically updating textbooks.............. Keywords:... Content Analysis – Next Generation Science Standards (NGSS) – Science Education – Technology Education – Acquisition.