This study aims to investigate social representation in texts and pictures in two EFL textbooks, devised for the Swedish upper secondary school, in order to analyze immigrants’ possibilities of finding affirmation of self. Furthermore, it investigates how the two analyzed EFL textbooks concur with what is expressed in the Swedish curricula for upper secondary school. Previous research has showed a connection between school success and a strong identity and that textbooks used in school play a role in the construction of students’ social identity. In Sweden teachers tend to rely on textbooks in their teaching and therefore this study, which draws on sociocultural theory, analyzes two EFL textbooks in order to investigate social representation in terms of gender, ethnicity and class. The main findings from this content analysis indicate that immigrants who are female and/or dark skinned and/or come from a low socioeconomic status are less able to find affirmation of self in the two analyzed EFL textbooks. However, further research is needed. Further research could also investigate if and how teachers analyze the EFL textbooks that they use and to what extent, if at all, they compensate for potential inequalities that they find.