Foreign language course books are carriers of both linguistic and cultural knowledge. However, due to the lack of principledness in text selection, their cultural contents are faced with issues of relevance and depth. Therefore, it was aimedin the current study to evaluate internationality and representational capacity of cultural contents in English and Turkishcoursebooks for foreigners. The cultural elements in reading texts were categorized with respect to the type of culture they belong (target/source) and topic they embody (five dimensions of culture). The following results were obtained from the contrastive cultural analysis: (i) cultural elements were unequally distributed and superficially presented; (ii) cultural content was predominantly composed of Anglo-American products and popular personalities; (iii) instead of culturally-sensitive perspectives, youth and media cultures were used for avoiding offence against different groups; (iv) practices and communities mainly reflected the target culture, and (v) readers’ local cultures were neglected due to the passivization of non-Westerners among the source cultures.The glocalisationof content was recommended for solving the problem of cultural identity.