This thesis deals with a critical analysis of the way in which British culture is represented in English textbooks for primary and secondary school which are available on the Croatian market. The aim of the paper was to investigate whether the representation of British culture in textbooks is realistic, i.e., whether some elements of culture are omitted and whether others are emphasized in order to present culture in a different, desired way. The analysis of five different textbooks from three different British publishers was conducted using an instrument developed for this purpose and based on the theoretical framework that deals with defining culture for the purposes of this paper. The results of the analysis show that the depictions of British culture in the analyzed textbooks (Headway Pre-Intermediate, New Success Elementary, Project Explore 1, Smiles 1, and Solutions Pre-Intermediate) are generally unrealistic and the UK culture is presented in a way that dominantly emphasizes positive elements, making the presentation superficial and stereotypical. Although there are differences among the textbooks in the degree of realism regarding the presentation of culture, none of the analyzed textbooks deals with divisions on political, national, racial, ethnic, economic, ideological or religious grounds in a somewhat serious way. English textbooks are nowadays largely written for a large number of markets that are different across a range of parameters, and incorporating such divisions would potentially undermine the sales of the textbooks and thus the publishers` profits, which, from a pedagogical perspective, is a problem that deserves to be approached critically.