The aim of this study is to analyse the illustrations in physics text books that are commonly used in Kenyan secondary. Illustrations in textbooks represent a very important element that helps to fulfil educational objectives in the teaching-learning process. The illustrations aid learning and assist the learners understand better what they read in the books enhancing learning outcomes. The illustrations considered in this study include diagrams, visual images and pictures. The four commonly physics textbooks used in Kenyan secondary schools were sampled. The illustrations in the books were analysed on how adequate they are in terms of; human activities, gender sensitivity, modern technology and depiction of portraits of physicists. Findings indicate that most illustrations in the studied physics textbooks do not depict human activity, there is gender stereotype in favour of boys and no illustrations of portraits of earlier physicists. Physics is a practical subject that involves a lot of human activity and it is important that the concepts illustrated in the textbooks depict human activity, be gender balanced and reflect the current technology. Physics textbooks used for teaching students need to be periodically revised with the view to make them have adequate learning activities.