The present study examines the content of Iranian high school English course books (Vision and Prospect) and teachers' attitudes and strategies regarding morality. It aims to investigate teachers' perceptions of moral education and analyze the quantity and howness of the available moral sermons presented in those books to understand how teachers react to the values conveyed in the Iranian context and what moral values they want children to acquire. In so doing, this research uses qualitative content analysis and interviews. Data were collected through analyzing the content of the books. Also, interviews were employed to collect the demographic information of the participants and explore teachers' views and perceptions through open-ended questions. The participants were a representative number of high school teachers (N = 9) in Iran. The results of the current study suggest that English textbooks are ineffective in helping learners to become moral citizens and it appears that politicians and course book designers try to use the education system to inculcate in students some fixed and preconceived ideologies (especially Islamic ideas). It is suggested that if moral elements become the central goal in designing the content of English textbooks, most of the negative conceptions will disappear over time. And as a result automatically our society will be a better place to live.
