This chapter presents the findings of the research conducted in Mauritius, offering insights into the diverse ways teachers perceive and use the government-endorsed English textbooks, conceptualised, designed and written by minority textbook writers, employed by Mauritius Institute of Education (MIE). Through vignettes, the chapter explores the pedagogical choices teachers make, the challenges they face and the ways they adapt these textbooks to suit their students’ needs. The chapter highlights the importance of teacher agency and adaptability in maximising the effectiveness of textbooks.