Ease of communication across countries become common nowadays, representation of cultural elements in textbook may increase students’ intercultural communication skill. This research aims to investigate: (1) the representation of cultural elements, and (2) the representation of cultural types in the EFL textbook. This study implemented a qualitative content analysis. The data are the visual materials from the EFL textbook entitled “Bahasa Inggris Work in Progress” published by the Ministry of Education and Culture of Indonesia. The data are collected and examined further through analysis based on the interactive model of data analysis. The results indicate that: (1) the representation of cultural elements showed that the visible items and invisible objects of cultural products dominated with 38,4%, the second-highest element after that is the cultural aspect of people (26,8%), the next most frequent feature of culture is the practices element (23,2%), followed by perspectives (11,6%) as the least presented; (2) the representation of cultural types displayed source/local culture more frequently than other types of culture. Source culture received the highest proportion with 33.1%, international culture is placed second with a representation of 23,2%. The third with 22,3% is the culture-free type. The last, target culture received the lowest percentage with 21,4% of the four categories. As can be seen in the results the proportions of both cultural elements and cultural types are unbalanced. The researcher suggests that the teachers may add supplementary materials or strategies which can cover the lesser-presented cultural elements and cultural types in the textbook so that may meet the requirement needed in cultural aspects.