Purpose: This study aims to explore how gender is represented in 64 English Language Teaching (ELT) coursebooks used in schools across seven Middle Eastern countries. It examines whether these materials promote gender equality, as outlined in the official curriculum. Design/methodology/approach: The coursebooks were analysed through content analysis, focusing on their texts, visuals and themes. This approach helped uncover how males and females are portrayed and whether gendered language or stereotypes are present. Findings; The results reveal a clear gender imbalance. Males are often shown in dominant and diverse roles, while females are frequently confined to stereotypical ones. Gender-biased language and imagery appear throughout the materials, which may affect how students see themselves and interact with others. Such biases could impact not just academic performance but also social development. The findings suggest that schools in the sampled countries, including Egypt, Iran, Iraq (Kurdistan), Oman, Saudi Arabia, Syria and the United Arab Emirates, are not doing enough to promote gender equality through these coursebooks. Originality/value; This research sheds light on an important issue: how educational materials shape students' understanding of gender roles. By analysing gender representation in 64 ELT coursebooks used in seven Middle Eastern countries, the study reveals biases that call for immediate changes to create more inclusive resources. While gender representation in ELT coursebooks has been studied globally, this is the first time scholars from different Middle Eastern countries have compared gender portrayal in coursebooks where English is a foreign language. This is an important step towards fostering equality in classrooms across the region.