The current study examined the representation of sustainability aspects in the English textbook for Grade XII by the Punjab Curriculum and Textbook Board, Lahore. Using Tavanti's (2010) Sustainability Framework, a qualitative content analysis facilitated by NVivo 12 software was used. According to the findings, a limited and indirect depiction of sustainability dimensions was explored. The environmental dimension needs to be addressed; the social aspect receives relatively more attention. The economic dimension is also discussed through a lesson; however, institutional, cultural, and value dimensions need to be added to the content. Generally, the analysis needs a more explicit and thorough incorporation of sustainability beliefs in the textbook. The findings emphasize the requirement for a more deliberate and complete incorporation of sustainability concepts through different dimensions, as per the global agenda regarding sustainable development.