The plurality of the use, users, and forms of English has prompted Global Englishes scholars to advocate the need for English language curricula to more accurately reflect the current sociolinguistic landscape of English and the intercultural nature of contemporary communicative exchanges. However, the scarcity of teaching materials has been identified as one of the key barriers to achieving meaningful change, leading to observations that the impact of Global Englishes on English language teaching (ELT) textbook design has been minimal. This paper challenges this perception via presentation of preliminary findings of a qualitative research project investigating a Cambodian secondary school ELT textbook. Analyses of textbook features reveal concrete instances of efforts undertaken by the textbook editors to steer the book away from privileging native speakers' lingua-cultural norms. Findings reveal a non-deficit portrayal of a diverse range of English speakers, exposure to more than a single variety of the English accent, minimal involvement of inner circle English speakers in the interactions between textbook characters, and a reduced reliance on Anglo-centric cultural references. The voices of the editors are amplified in this study to further help justify the rationale behind the inclusions as well as exclusions, which are often missing in ELT textbook research.