Abstarct: This study conducted a critical analysis of cultural and cross-cultural representations in Iraqi secondary school English textbooks (Grades 10–12). In an increasingly globalized world, English language education plays a vital role in fostering intercultural understanding and competence. Using a qualitative content analysis approach, the research examined both textual and visual materials to identify representations of local (Iraqi), target (English-speaking), and international cultures. The study also evaluated the extent to which these representations align with established models of Intercultural Communicative Competence (ICC). The findings revealed a significant imbalance in cultural representation, with target-culture content, predominantly Western, being overrepresented, while local and international cultures are underrepresented and often portrayed superficially. The textbooks provided limited opportunities for developing ICC attitudes, knowledge, and skills, as cultural content is largely descxriptive rather than reflective or comparative. Additionally, there is a noticeable decline in local cultural references across higher grade levels, further narrowing students’ intercultural exposure. This study underscored the need for more balanced, inclusive, and pedagogically meaningful cultural content in Iraqi EFL textbooks. It offered practical recommendations for textbook writers, curriculum developers, and policymakers to enhance intercultural awareness, promote critical engagement with cultural diversity, and better prepare students for effective communication in multicultural contexts. Ultimately, the research highlighted the crucial role of English education in cultivating cultural sensitivity, tolerance, and global citizenship among Iraqi learners.