Abstarct: Due to globalization and the spread of English worldwide, ELT materials have been developed to support the academic learning of English. However, the problem existed in the lack of focus on the preferences of EFL teachers in Iran and South Korea. Existing studies have not adequately addressed the challenges and teaching styles that Iranian and South Korean EFL teachers encounter in their daily practice. This study aimed to compare the ELT textbooks of Iran and South Korea from the perspectives of teachers, investigated their similarities and differences in content, and correspondence with the textbook evaluation checklist. Snowball sampling was used to select 50 English teachers from each country, who completed a textbook evaluation checklist and participated in the follow up survey. The collected data was analyzed through descxriptive statistics and Chi-square tests. Results of the study revealed that there was a significant difference at p < .05 between the domains of the general features, physical appearance, exercises and activities, language skills, and vocabulary and structure domains of VISION1 and ENGLISH1. However, there is no significant difference between the methodology domain of VISION1 and ENGLISH1. The results of the study may inform teaching practices and policies in both countries and has implications for material developers, stakeholders, and teachers and students in their academic journey.