The purpose of this study was to investigate inscriptions used in „Types of chemical reactions‟ topic in Turkish, Indian, and American chemistry textbooks. We investigated both the types of inscriptions and how they were used in textbooks to support learning. A conceptual analysis method was employed to determine how those textbooks use inscriptions to present „Types of chemical reactions.‟ Results revealed that textbooks disproportionately used inscriptions at symbolic level and failed to present sub-microscopic level. Moreover, in Turkish and Indian books, explicit connections between all three levels of inscriptions were inadequate whereas American textbook had them sufficiently. Inscriptions including multiple levels were provided simultaneously in American textbook. This research will contribute to growing literature of international studies about use of inscriptions in science textbooks.