Vocabulary represents one of the fundamental components influencing the development of linguistic activities and strategies, communicative competence, and thereby the overall acquisition of the target foreign language. As Laufer and Sim (1985) state, insufficient vocabulary knowledge is the biggest obstacle in understanding a foreign language, even more so than insufficient grammar knowledge. However, our previous research indicates significant differences between the Recommended Vocabulary, defined in the Innovated State Education Program (2015), foreign language textbooks prepared for the global market, and the final output, which is student text production. The aim of the presented article is to provide an overview analysis of vocabulary in the Innovated State Education Program, selected foreign language textbooks, and student text production at reference levels A2 to B2, and to highlight parallels and differences between them. The comparison of source materials was carried out through two functionalities of the Compleat Lexical Tutor lexical analysis toolkit, specifically through TextLex Compare and RANGE. The study's results reveal several issues that can help teachers strengthen vocabulary instruction of the target language in Slovak schools. [For the full proceedings, see ED652261.]