This study aims at exploring the issue of “globality” in global coursebooks as manifested in investing features of connectedness, avoiding inappropriacy, and preserving inclusivity. In order to do this exploration, two research methods, content analysis and the questionnaire, were adopted. The content of an example of global coursebooks, Headway Intermediate (Soars & Soars, 2003), in addition to the perception of 251 of its users at Bourguiba Institute for Living Languages in Tunis (IBLV), were investigated. The results obtained revealed that “globality”, in terms of connectedness, inappropriacy, and inclusivity is partial in Headway Intermediate (Soars & Soars, 2003) as learners’ perceptions of it do not map with the content in the coursebook. This study raises questions about the suitability of global coursebooks to globally diverse learners and reveals the necessity of taking measures in the direction of localising the content of EFL coursebooks.