Cultural contents that represent typical cultural practices of the home society are rarely found in EFL textbooks. As a consequence, the teachers' practices of teaching the language using local cultural contents were limited. Likewise, the learners' engagement in learning the target language through cultural contents that typically represent their home society are lacking. It adheres the data gathered through textbook analysis. The textbooks included local cultural contents in attempts to give local cultural flavor when the target language or global cultural contents were intended to be presented. Such an approach might be appropriate to involve learners in the language learning process through comparing and contrasting their own cultural practices with the target language or global cultural practices. However, it limited the potential of home cultural contents and the scope of learners' engagement in doing various tasks through activating different features of their cultural background.