Research on textbooks in language teaching programs has been in the limelight over the past decade. Textbooks provide a structure and foundation for language classes. Different aspects regarding EFL textbooks have been investigated by linguists and pedagogical experts. Nevertheless, very few researchers have ever dealt with two different EFL textbook types, i.e. British vs. American. This paper explores different ways through which British and American textbooks present language skills and subskills. The study further scrutinizes the extent to which each skill and sub-skill is highlighted.