This paper reports a study conducted to evaluate the cultural content of illustrations and texts incorporated in Interactions/ Mosaic Middle East Gold Edition series of teaching English to Saudi EFL learners from an instructor perspective at Najran University (NU). Fifty-eight teachers took part in filling up a questionnaire developed for this purpose. Seven of them are Native Speakers of English (NSE)and fifty-one are Non-Native Speakers of English (NNSE), while thirty-eight of them are male and twenty are female teachers. These teachers are working at the English major programme in the Department of English at the College of Arts and Education and the Preparatory Year Programme (PYP) of NU.  Measures like percentages, frequencies, means, standard deviations and Mann-Whitney U test are utilised to achieve the statistical analysis of the survey. The results revealed that there is a balanced representation of target, source and intercultural elements of culture has been achieved in the design of the content of the textbooks series reflected in the illustrations and texts as well. This supports the claim of the appropriateness of the textbooks to the learners' needs, communicative competence and cultural background in this particular teaching/learning situation.