Despite the increasing importance of intercultural awareness in ELT, studies have shown that textbook content and teachers’ instructional practices are still under the heavy influence of a monolithic view of culture. To change the status quo and foster intercultural awareness in language learners, EFL teachers should be able to critically evaluate textbooks for their cultural representation, particularly their images, so that they can help their students become sensitive to both local and target cultures and develop into culture-savvy citizens of the world. This chapter reports on a project that set out to raise the intercultural awareness of a group of Iranian pre-service EFL teachers in the final year of their undergraduate teacher education program. Student teachers were introduced to the principles of a semiotic approach to textbook evaluation to help them analyze local and target cultural representations in the images of the Iranian national EFL textbook, Vision 2. The chapter illustrates that the student teachers—empowered by a semiotic lens—started to notice the shortcomings of the Vision 2 images, became increasingly aware of the complex relationship among text, task, and image in EFL textbooks in general, and turned into reflective teachers with a bolstered sense of agency and identity as critical end-users of textbooks.