Textbooks play a crucial role in language learning classrooms. The problem is choosing among a great number of available textbooks on the market to see which one is more appropriate for a specific classroom with an idiosyncratic group of learners since each group has different needs. Different schools of thought have put forward different ideologies for the nature of language learning and language teaching, the most recent of which is the humanistic approach. As the name implies, the humanistic approach puts learners at the center of learning with a focus on their emotions and different needs. This school of thought placed us on the task of developing a Humanistically-oriented Book Evaluation Inventory and exploring its reliability and underlying factor structure. For this purpose, the text-driven approach which is the best indicator of the humanistic approach was used in developing the questionnaire. In devising the items, elements of text-driven approach such as affect, localization, rich exposure, and cognitive engagement were targeted. The questionnaire has 39 items and uses Likert-type scale, giving each item a value ranging from 1 to 5, respectively 1 for strongly disagree, 2 for disagree, 3 for neutral, 4 for agree and 5 for strongly agree, In addition, Brian Tomlinson's, a well-known scholar in materials development, was sought for content validation of the questionnaire. After the exploratory factor analysis, the modified version of HBEI was administered to 400 teachers of Top Notch and Prospect series to see how much they are humanistic. The results of the study show that although a number of shortcomings and drawbacks were found in both series, teachers perceived Top Notch series more in line with the humanistic approach. Keywords: Humanistic Approach; Material Evaluation; Material Development; Text-Driven Approach