The pivotal role of English language textbook in language pedagogy is widely recognized by language teachers in various ESL and EFL contexts. As for the Iranian EFL context, English learners usually face tremendous difficulty in attaining EGP due to the traditional reliance on old approaches in designing course-books and generally out-dated teaching methodologies. To fulfill this gap, a new course-book, based on a communicative approach, was introduced for the seventh grade in public high schools in Iran during the academic year 2013-2014. The present research, aims at evaluating this new English course-book. Specifically, it attempts to investigate the effectiveness of the course-book from the students’ and teachers’ perspective. Data was obtained through a 50-item five-point Likert Scale questionnaires. In the researcher’s assessment, these Mean values clearly signify that the majority of participants were not satisfied with the overall efficacy of the reviewed features of the textbook. This calls for revision of the current coursebook. The findings of the present research, reflecting the assessed and analyzed views of both students and teachers, could serve the interests of textbook designers and policy makers. تفاصيل المقالة