To identify challenges related to developing meta-cultural competence in the context of materials used for English language teaching (ELT) as a part of tertiary education in Serbia, this study was conducted with the following aims: (a) to present an overview of the ELT learning materials and curriculum analysis used at a higher education institution in Serbia to describe the examples of materials and learning activities aimed at developing meta-cultural competence, (b) to identify the areas in which space for meta-cultural development can be created, and (c) to suggest pedagogical practice aimed at the development of the meta-cultural competence in coursebooks and other learning materials. The chapter will first introduce the main challenges and problems related to this issue, and then provide a literature overview and theoretical framework. The analysis is done using the theoretical and analytical tools of Cultural Linguistics. The results of this analysis show that there is a prevailing paradigm present in coursebooks that are used, focusing predominantly on British and American English respectively, rather than English as an International Language (EIL). Consequently, this approach limits opportunities to devise strategies for reconsidering the current paradigm or creating space for fostering diversity and heterogeneity inherent in global English.