This paper addresses the research of exploring EFL teachers’ perspectives towards using textbooks, their strategies, and challenges in using the textbook in the classroom. The participants of the study were a diverse group of teachers at the language department at the University of Guanajuato, in Guanajuato, Mexico, encompassing various levels of teaching experience and proficiency levels. This was a case study utilizing the qualitative method as the approach, semi-structured, was conducted. The results showed that the perceptions were neutral towards using this material; the participants recognized the benefits and the disadvantages of using instructional material. There were two main difficulties expressed by the teachers: meaningful learning and cultural awareness. Overall, this research contributes to a deeper understanding of the complexities involved in textbook use in EFL classrooms. Finally, these research findings are expected to help other EFL teachers make well-informed choices about textbook selection, adaptation, and enrichment to improve teaching and learning outcomes.