Evaluating high school textbooks is essential as they serve as a primary source of information and learning material, providing a comprehensive overview of the subject matter while aligning with educational standards and catering to the diverse needs of students through careful presentation of their content, language, illustrations, and overall presentation. The present study aimed to diagnose and identify the difficulties faced by English teachers in teaching literary texts in English language using the Iraq 4th-grade textbook, while proposing potential solutions. Convenience sampling was used to select 30 Iraqi EFL teachers who completed a 40-item Likert-scale questionnaire developed by Karamifar et al. (2014), translated into Arabic and validated through a pilot study. Additionally, semi-structured interviews were conducted with 10 teachers to collect the data. Descriptive statistics were employed to analyze the collected data, revealing that teaching literature in “English for Iraq” presents various challenges, including a lack of resources, cultural differences, and varying student language proficiency levels. Consequently, findings suggest incorporating additional materials, using interactive teaching methods, integrating cultural context, and utilizing technology.