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This paper examines the treatment of the concept of ecosystem services in textbooks of middle and high schools from Spain. We reviewed scientific publications from a "community of experts" in order to define their conceptual frameworks, which act as epistemological referents along the didactic transposition. The majority of 50 analyzed textbooks mentioned some particular goods or ecosystem service examples, but only 10% of these defined their concept (especially earth and environmental science textbooks). These findings are related to the lack of conceptualization in the official curriculum. Direct services from ecosystems were treated more frequently than indirect ones. In addition, rainforests were found to be almost the sole providers of ecosystem goods, as there being an under-representation of the social, cultural and religious values of biodiversity. [ABSTRACT FROM AUTHOR]