This study focuses on gender representation and stereotypes in Swedish EFL coursebooks. The aim is to investigate how men and women are described and depicted in texts to examine the occurrence of gender stereotypes and to what degree equal gender representation in images occurs in Swedish EFL coursebooks aimed at the English 5 course in upper secondary school. The theoretical frameworks consist of the concepts of performativity and heteronormativity, which derive from gender and queer theory. The method used is content analysis in combination with a qualitative approach with quantitative elements, and the material consists of three coursebooks: Blueprint A (2007), Progress Gold A (2007) and Pick & Mix 1 (2013). The results show that all three coursebooks confirm gender stereotypes to a great extent and contain unequal gender representation in the images. The coursebooks highlight and refute gender stereotypes to a lower and varying degree. The concept of performativity showcases that the coursebooks maintain the social constructions of what it means to be a woman or a man. Furthermore, through the perspective of heteronormativity, it is evident that men should be masculine, and women should be feminine. The coursebooks manifest that those who do not conform to these social roles are subjected to derogatory treatment, and those who follow the norms hold more power. The implications of the study could be that teachers should use coursebooks with consideration and carefulness to highlight and discuss underlying societal issues connected to gender inequality and gender stereotypes rather than uphold them.