Abstarct: This research tackles with the cultural and literary content of English for Iraq 6, the official English textbook presented for sixth preparatory students in Iraq. Applying a descxriptive content-analysis design, the study investigates the Student’s Book and Activity Book through a composite analytical frxamework that introduced by Cortazzi and Jin’s three-culture model, Byram’s domains of intercultural communicative competence, and a literary-richness rubric adapted from Carter and Long. A total of 75 items were specified and coded. The findings display that target-culture content is numerically dominant, while source-culture and international-culture materials receive less space and are unequally represented. Cultural content is largely centered in formal and institutional contexts, while everyday social life and contemporary Iraqi experience are represented. Literary content accounts for only a small proportion of the corpus, with delimited genre diversity and a complete absence of poetry. Only two literary texts demonstrate high literary richness. The study outlines that English for Iraq 6 presents some exposure to intercultural content, but remains inadequately for jmproving deep intercultural communicative competence and advanced literacy.