Coursebooks are substantial components of English lessons for facilitating learning. However, cultural differences may require a course material to be adapted to meet students' needs, interests and wants. This qualitative action research study aimed to improve an English language teaching process at a rural school in a socioeconomically deprived area. The required data were gathered through semi-structured teacher interviews, semi-structured student interviews, teacher memos, class discussion teacher reflections, open-ended student questionnaires. The findings of the study indicated that regional challenges affect the language learning process in rural areas negatively and this regional divide makes it difficult for students to keep up with the centralized content. When the materials are adapted in accordance with the students' needs and profile, and regional conditions, it is possible for students to reach the learning goals. The data also show that the adapted materials contribute to meaningful learning, enthusiasm among students, engagement towards the English and increase retention. [This article includes an extended summary in Turkish.]