This qualitative study has analyzed three English language textbooks aimed Swedish upper secondary school in order to examine the representation of “contexts and parts of the world where English is used” (Swedish National Agency for Education, 2011). Contexts and parts of the world have been categorized using Kachru’s model of “World Englishes”. Critical Discourse Analysis has been used to examine how the language in the text creates meaning. The texts have then been analyzed through postcolonial theory to discuss the meaning of the text in relation to stereotypes, power relations and colonial discourse. The analysis shows that contexts and parts of the world belonging to the “outer” and “expanding circle” are to a greater extent excluded, stereotyped and portrayed as “other” compared to the “inner circle”. The knowledge about the English-speaking world conveyed to the students is therefore that contexts and parts of the world belonging to the “inner circle” are the norm and the “outer” and “expanding circle” are “other”.