The aim of this study is to compare students’ and teachers’ views about a mathematics textbook of secondary schools of Uganda. Data was collected through a questionnaire which was developed through literature review and composed of six characteristics: layout and design; learning activities, clarity of instruction; graphics and language; utilization of authentic assessment; and incorporation of technology. It was administered to 470 students and 192 teachers. The findings of the study reveal that the level of students’ and teachers’ views are moderate for learning activities, clarity of instruction, graphics and language, utilization of assessment, and incorporation of technology, while its high for layout and design. The students hold strong views about the textbook compared to teachers except for utilization of authentic assessment. The views of teachers and students do not significantly differ for layout and design, learning activities, utilization of authentic assessment and incorporation of technology, but differ significantly for clarity of instruction and graphics and language.