Recent trends in English Language Teaching (ELT) research necessitates the study of coursebooks and instructional materials from various perspectives including but not limited to their cultural, social, and psychological qualities and effects (Kramsch 2000). Age, social class, and gender, as represented in coursebooks are studied because teachers and students are exposed to many words and images effecting their knowledge, perceptions and world views. In this critical research study, visual materials in two ELT coursebooks are studied by using the insight and perspective derived from Cunningsworth (1995) who had previously examined how age, social class, and gender were represented in ELT coursebooks. It is believed that by focusing on how characters are depicted, possible injustice and imbalance these visual materials may transmit and strengthen stereotypical thinking in students' mindsets will be articulated, verbalized, and eventually solutions will be suggested. Findings revealed that many social imbalances were detectable in these visual materials both quantitatively and qualitatively. (Contains 4 tables.)