Teaching Croatian as a foreign or second language still lacks a systematic theoretical and methodological approach to presenting grammatical content. Therefore, the purpose of this paper is to analyze noun morphology in beginner-level textbooks for Croatian as a foreign language in regard to a) the order of presentation and b) the didactic and methodological presentation of cases. The results of comparative analysis show that textbooks are moving toward the communicative approach. However, the structuralist approach has not yet been abandoned. The order of presentation of cases is no longer traditional. Rather, it is based on communicative needs. The differences in methodology (the presentation of grammar rules, grammatical overviews, the text and tasks interrelation, etc.) stem from the different concepts of the textbooks. The authors conclude that what lacks in teaching Croatian as a foreign or second language is a Threshold for Communication in Croatian as well as a concept on guidelines for future research at national level.