This study employed content analysis to explore glocalization in 40 elementary school textbooks from ten expanding countries and Taiwan, with the following conclusions. First, glocalization was deficient in the textbooks. Second, both local and global features were included in the textbooks, and these features were from the home, target culture, and other cultures. However, the features represented superficial cultural aspects, such as names, costumes, nationality, or flags. Finally, the country’s condition, textbook grades, and English proficiency levels affected the content of local, global, and glocalized features in the textbooks. Suggestions on glocalization were provided for textbook designers and English teachers.