This study was an attempt to explore how education for global citizenship (GCE) is reflected in EFL courses in private language institutes in Isfahan, Iran. To this end, portrayal of GCE in course books and the way Iranian English teachers perceive the concept of GC and GCE were investigated. The study consisted of a quantitative and a qualitative phase. In quantitative phase, content of Top Notch series which is widely used as the main course book in EFL classes in Iran was analyzed based on Oxfam’s Curriculum Guideline for GCE. In qualitative phase, semi-structured interviews were conducted with ten Iranian English teachers in order to investigate their perception of GCE as well as their viewpoint about implementing GCE in EFL classes. Participants were selected purposefully among those teachers who were more experienced in teaching Top Notch books and agreed to take part in the study. A mixed method design was used to merge and synthesize two strands of data. The content analysis results showed that Top Notch books did not improve students’ knowledge and understanding of issues related to GCE. However, the books performed better in developing related skills and giving students the attitude and values of GCE. The interview results showed that the participants were uncertain about the concept of GCE. The participants believed that it is completely relevant to implement GCE component in EFL classes. They also stated that since issues related to GCE are interesting for the students, can increase students’ motivation and help them learn English better. The findings of the study may encourage stakeholders to design courses for English teachers in order to develop their knowledge and understanding, skills, and values and attitudes of GCE. The results can also be used in developing materials that have GCE-related content.Keywords: Global citizenship, global citizenship education, textbook analysis, teachers’ perception
