This study investigates how two English language learning textbooks used in upper secondary schools in Sweden represent Global Englishes. The study also investigates attitudes toward English varieties from a sample of participants to further understand if a pattern could be suggested in the findings. Previous research highlights a lack of diversity in educational materials and diverse perceptions and attitudes amongst teachers and students toward Global Englishes. The findings reveal a tendency to represent British English and American English, with limited representation of other varieties. The contexts of the different English varieties were categorized into positive and negative settings, as well as applicability to work or higher education versus personal interests. To understand attitudes towards English varieties, a questionnaire was administered to a small sample of participants. This study applies critical theory in education to interpret the results obtained by underscoring deepened understandings, widened perspectives, and interpretation of texts and words regarding Global Englishes within educational contexts. By acknowledging and incorporating diversity in English varieties, educators can provide learning environments that reflect equality and the realities of a globalized world.