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The present study is a case specific attempt to explore the impact of English textbooks (New Headway Plus Special Edition) on Saudi EFL learners’ cultural attitudes their English proficiency outcome. It reviewed literature on the significance of target culture in ESL/EFL settings and its influence on learners’ learning outcomes. The current research underpinned a mix-method approach which led to qualitative and quantitative data collection through a questionnaire. The questionnaire was built on both close and open-ended questions which were comprehensively analyzed separately. The findings revealed that the textbook fails to foster the element of intercultural understanding mainly due to nonexistent Islamic or Saudi depiction; however, on the contrary, its impact on learners’ performances was not much dispiriting. Moreover, learners with good English proficiency achieved better mastery in not only the linguistic aspects of the language but absorbed its cultural elements as well in comparison to those who were less proficient. Given the findings it can be recommended that with the inclusion of the students’ own culture, learners may broaden their horizon and general outlook towards their own and other communities represented in the textbook. Therefore, the curriculum designers and practitioners should bear in mind the crucial role of EFL learners’ cultural aspects while designing textbooks.
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