Textbook is one of the most tangible resources for teaching and learning mathematics, offering valuable opportunities for both teachers and students. This study compared the mathematical tasks in 6th-grade textbooks from the United States and Turkey, focusing on three dimensions of the tasks: representation, contextual features, and cognitive demands. The analysis centered on the most common mathematical tasks in three content areas: numbers & operations, algebra, and geometry. Using content analysis methodology, Chi-square test results indicated significant differences between the textbooks from the two countries in terms of the three content areas. The total number of tasks in the U.S. textbook was higher than in the Turkish textbook, with verbal representations being more prevalent in the Turkish textbook. Conversely, the U.S. textbook demonstrated a more balanced distribution of representations across the three content areas. Although both countries' textbooks leaned toward intra-mathematical tasks and tasks with low cognitive demands, notable differences emerged across the three content areas. By reporting these findings, the study aims to highlight the types of mathematical tasks included in the textbooks of the two countries and the rationale behind their inclusion.