The globalization of English language has made English language teaching and learning a necessity worldwide. Thus, huge efforts are devoted to addressing language teaching issues with more focus on cultural representations in ELT textbooks. Many studies have investigated the extent to which ELT international and national textbooks represent the cultural aspects of the target and source cultures efficiently. Hence, this study aims at exploring the representations of cultural content, the predominant culture, and the integrated intercultural aspects in ELT international and national textbooks, focusing on Headway and Action Pack in Jordan as illustrative examples. Three models were adopted to analyze the textbooks' content, i.e. Moran (2001), Cortazzi and Jin (1999), and Byram (1997). The findings demonstrate that both textbooks use similar cultural dimensions to introduce different cultural types with a focus on various cultures. The international textbook emphasizes the culture of the target language and marginalizes the culture of the EFL students. On the other hand, the national textbook has integrated all cultural types in a more balanced way. Both textbooks do not provide adequate intercultural elements to prepare learners for sufficient intercultural communication. The findings are discussed in line with the theoretical frameworks and previous research. Implications for pedagogy and recommendations for future research are presented. Keywords: Cultural Categories, Cultural Content, Cultural Dimensions, English Language Teaching (ELT), Intercultural Communicative Competence (ICC)