Representation of cultural elements in efl textbooksused in Iranian efl high schools

English language has now become the language of international communication all over the world. It means that speakers of different languages use it to interact with each other in diverse situations. Therefore, speakers of English language may encounter with people of different cultures from various countries. Thus, to be a successful language communicator, learners should have information about the customs, traditions, and beliefs of various countries. In this case, textbooks and teachers are important factors to promote learners' cultural knowledge. Consequently, the main purposes of this dissertation study were to discover the cultural contents of three English language textbooks that are being used in high schools in Iran. It was also intended to explore English language teachers' views and outlooks on teaching cultural contents in their English language classes. This study was designed and carried out as a descriptive case study. To analysis the cultural contents of the English language textbooks, content analysis was used. Accordingly, Kachru's (1986) model was used to determine the geographical origins of the cultures which were represented in the three English language textbooks. Besides, Horibe's (2008) model was utilized to investigate the aspects of cultural contents incorporated in the three English language textbooks. Similarly, nine English language teachers that were teaching in high school in Iran were interviewed. The method that was used to analyze the findings of interviews was thematic analysis. The results of the study showed that the cultural contents of Iran dominated the cultural subjects of these English language textbooks. Also, it was discovered that among three aspects of culture represented in Horibe's (2008) model, culture as social customs cover most of the cultural contents of these three English language textbooks. Moreover, teachers believed that cultural contents should be taught alongside language in English language classes. Furthermore, they thought that the cultural contents of these English language textbooks were mostly about Iran which were not too beneficial for students. Considering English as an international language, it seems that the cultural contents of these English language course books are not useful to promote students' intercultural competence. Students may communicate with people of different countries with various cultures therefore to avoid communication breakdown, students should encounter with different cultures of diverse countries. The authors of English language textbooks should recognize internationality of the English language and prepare English language textbooks considering this fact. They should contain the cultural contents of their own countries as well as the cultural contents of other countries. Key Words: English language teaching, course book evaluation, culture, intercultural elements.