This study analyzes three textbooks that were used to teach English to eighth graders in Ecuadorian public secondary schools from 1993 to midyear of 2019. The textbooks in question included "Our World Through English" ('OWTE') 1," "Postcards 1A," and "Viewpoints English A1.1." This work provides a descriptive review of how such textbooks supported students´ learning. A checklist was used for the evaluation of the structural elements. Out of the three textbooks, "OWTE" contained more content than what could be handled beyond instructional time and students' linguistic background. "Postcards" and "Viewpoints" contributed to better conditions for learning English in Ecuadorian classrooms. Both included a more manageable amount of content. Viewpoints provided more guidance and opportunities for students to practice the language in meaningful ways. The study suggests that when designing a textbook for English as a foreign language (EFL) instruction, the decision-makers in Ecuadorian public institutions should use comprehensive criteria that integrate different aspects of a textbook including its length and the elements that compose its units.