It is widely acknowledged that textbooks play a critical role in instilling sociocultural norms, values, and ideologies in learners. Within this role, they are also recognized to significantly contribute to the development of learners' gender roles, particularly during primary education. A great deal of information about gender-appropriate behavior, traits, and social roles projected in the textbooks is available for children to model and imitate. As a result, textbooks can be effectively used to promote or perpetuate gender (in)equality. Unfortunately, in the last few years, Indonesia has witnessed little improvement in gender equity, despite the continuously growing awareness in global contexts. Since textbooks play a paramount role in canalizing gender ideologies or values, this study is aimed at examining whether differences in gender equality in global and Indonesian contexts are reflected in gender representation patterns in English language textbooks (ELTs) distributed internationally and locally. Through a critical image analysis perspective, this study discloses emerging differences between the two ELTs in terms of the frequency of male-to-female appearances, where the international ELT depicts a fairer distribution between the two genders. However, the prevalence of gender stereotyping in three social domains, namely, family, occupation, and leisure activities is evident in both ELTs under examination. This study suggests that ELT authors present an equal direction of learning materials that delineate gender equity in EFL textbooks, particularly those used in Indonesia.