Even though EFL textbooks are not the only resource that English teachers have available, they still provide a systematic representation of teaching material that is developed in accordance with the learner’s age and proficiency level. The textbooks creators must comply with the regulations of several legally binding documents that prescribe the requirements of an English syllabus, including the most important one for this thesis – The Croatian National Curriculum. One of the biggest changes that the Curriculum has brought is the introduction of three domains: linguistic competence, intercultural communicative competence and learner autonomy. The domain that is in focus of the thesis, the intercultural communicative competence, still seems ill defined despite the vast amount of recent research. The term ‘intercultural competence’ is now widespread in education, however, it is yet to be determined what it would specifically entail and what the best approach to teaching it to learners of English is. This study analysed if and how the intercultural communicative domain outcomes are achieved in an EFL textbook series, and the way culture is taught. The study confirms adherence to the Croatian National Curriculum with regards to teaching about intercultural communicative competence. Interestingly, as many as twelve target cultures are represented in the analysed Hello World! textbook set with variable coverage and through different connections. Thus, a special focus in the study is given to the possible ways of promoting intercultural competence, and multilingualism.