In studying the exponent equations, high school students are confronted with the concept of exponent equations and applications in doing exercises on exponent equations. This is also reflected in the textbook students used. At the same time, textbook is an important factor in learning. Thus, what about the state of the textbook that contains the material exponential equations? The textbook used in this study is a student textbook. To find out the state of the textbook, researchers will use the theory of praxeological organization. In analyzing the textbook, the researcher uses a reference epistemological model which is then compared with the praxeological organization in the textbook. The results of this study indicate that theory of exponent equations in textbook is not given a detailed explanation why and how a formula can be obtained. In practice the questions, it is only contain application problems from the formulas that have been provided, not problems that are related to the theory of exponent equations. From the results of the research it is expected that the teacher as a mediator between students and textbook needs to provide explanations or additional links with concept and/or questions that are not in the textbook.