The primary aim of this thesis is to afford an insight into cultural elements incorporated into global and local EFL coursebooks. For the purpose of this paper, a descriptive content analysis was performed on Way to Go 4 Plus and Project 4 Fourth Edition, two EFL coursebooks which are widely used in the seventh grade of Croatian primary schools. All cultural references included in the aforementioned coursebooks were analyzed in terms of the following elements: the type of culture, cultural dimension, the level of cultural content, and the approach to culture teaching. Furthermore, the analysis was also concerned with the examination of topics explored within the selected coursebooks. The rationale behind this study is to explore whether the principles underpinning the cultural component of Way to Go 4 Plus and Project 4 Fourth Edition are in accordance with those underlying the newest trends in cultural instruction. It ought to be pinpointed here that nowadays, modern approaches to the teaching and learning of culture are inextricably bound up with the set of assumptions which inform an appropriate and effective EIL pedagogy. The findings of the study suggest that both Way to Go 4 Plus and Project 4 Fourth Edition continue to adopt the traditional methods of culture teaching. Both coursebooks contain an extremely large number of target culture representations. Moreover, they place a heavy emphasis on big "C" elements of culture and encourage the acquisition of declarative cultural knowledge, thus favouring a product-oriented approach to culture teaching. The analysis also demonstrates that the content of Way to Go 4 Plus and Project 4 Fourth Edition is mostly sanitized and restricted to safe and trivial topics.