Various materials can be used in a classroom, but the one most frequently used is the textbook. Since there is no perfect textbook that would fulfill the needs of all teachers and learners, textbook evaluation has become an important practice in teaching. This paper deals with a micro and macro levels analysis, and evaluation of four English high school textbooks and a comparison of their similarities and differencies. For the purpose of this paper, an adapted version of Littlejohn's (2011) framework was used. Four textbooks, including Log On @ 3 In Frame, Matrix, Opportunities and New Headway, were analysed based on publication and design elements. The results of the analysis showed that there are many details that should be taken into consideration when choosing a textbook. With regard to components of publication, that is, the physical aspect of the material, features that stand out as important include the use of colours, font and pictures, as well as the overall organisation of a book. The analysis of the design of a textbook deals with the aims of the materials, selecting and sequencing of the content and the nature of teaching/learning activites. The analysis showed that attention should be paid to the extent to which all four language skills and grammar are included, as well as how often written or spoken output is required from learners. A comparison of the analysed textbooks revealed that all are concerned with these elements of language learning, with most showing an integration of the skills, especially integration of speaking and reading. However, in Headway learners were expected to initiate interaction more often than in the other textbooks and there was more of a balance between individual and pair/group work. Furthermore, learners are mostly supplied with the written input, but the expected output varies from Headway, where most of the tasks require spoken output to Log On and Matrix where, in most of the tasks, written output is expected.