A large number of scholars involved in producing English as a Foreign Language/English as a second language (EFL/ESL) materials hold that gender roles and representations can either motivate or de-motivate students when they are learning a foreign language such as English. Ever since the day scholars have pinpointed the importance of gender in EFL/ESL textbooks, a number of studies have been carried out to uncover the biases imbedded intentionally or unintentionally in different English textbooks taught all over the world. Linked to previous studies, the current study is aimed at investigating how social gender identity is defined via adjectives and photos used in World English Series published by Cengage Heinle Publication. To this end, the common adjectives used in the conversation section of World English 1 have been detected and counted. Then they were shown in relevant tables using frequencies. Moreover, the photos all extracted from National Geographic have been tested against gender biases. The results of the study show that World English 1 tries to show both men and women equally, albeit some instances of biases have been found in the photos. The results of the study can be used by syllabus designers, materials developers and EFL/ESL teachers who are interested in textbook analysis as well as gender biases.