<p>While the potential of curriculum materials in mediating teacher learning has gradually been recognized, few existing studies have explored how this takes place in EFL instructional settings. The study adopts a qualitative case study method to investigate one EFL teacher’s learning through material use under the background of a new round of national curriculum reform. Findings reveal that (1) textbook pedagogical designs embody the potential to shape teachers’ learning and instruction; (2) the participant teacher generally adopted more referential questions and varying scaffolding strategies in teaching through material use; (3) the participant teacher’s initiative to explore the text for better pedagogical design renders her opportunities for ongoing professional development. These findings show that teacher learning through material use is more reflexive than assimilative, stemming from complex interactions between teacher, students, and materials within specific instructional contexts. Unraveling these interactions can reveal features of materials that promote teacher learning and classroom interaction.</p>