The manner in which young learners are taught reinforces traditional cultural messages of many kinds, including those concerning gender. English language teaching (ELTs) textbooks have the potential to either reinforce or redress gender bias. Unfortunately the former is typically the case. There is a historical legacy of ELTs, which reinforce notions that boys are different from girls with different interests, abilities and career options; that boys are in control and have higher status; and that girls are silent, compliant and should assume a subordinate role. Without gender equity programs and deliberate teacher interventions these messages will continue to be sent through the "hidden curriculum". This paper employs a case-study research methodology in order to examine closely the first book in the New Crown series at a time when the economic role of women is under political review. It was found that while men and women are represented equally in terms of quantity, there exists a remarkable overt and covert (subliminal) gender bias which impacts the identities of Japanese females as economically productive citizens negatively.