Textbooks are a central component of EFL classrooms, and thus their evaluation is of considerable importance. This study reports a descriptive, quantitative survey evaluation of the extent to which the intermediate-level ILI (Iran Language Institute) textbook series aligns with the basic tenets of Critical Pedagogy (CP), as perceived by EFL teachers at ILI branches in Shiraz, Iran. Data were collected from 28 teachers—recruited purposively from an initial sample of 30—using a validated 3-point Likert-scale checklist originally developed by Rashidi and Safari (2011) on the basis of Richards’ (2001) model. The checklist covered program, content, pedagogical, teacher, and learner factors corresponding to eleven CP principles. Data were analyzed descriptively using frequencies and percentages. The results indicate that the series is perceived to be aligned with most CP principles, particularly in relation to purpose, objectives, content definition and source, content arrangement, dialogical problem-posing, source culture, teacher role, teacher expectations, and learner expectations. However, the series falls short in relation to the learner’s role as an autonomous decision-maker. These findings suggest that CP is present in the series mainly as consciousness-raising and teacher-mediated content rather than as full learner participation in decision-making. The present study’s use of small purposive sample and its reliance on a single checklist can limit generalizability and call for caution in interpreting the findings. In this vein, materials developers and teacher educators can make use of larger samples, 5-point scales, and complementary qualitative instruments in their future research.