This chapter outlines the methodological framework of the study, building on the theoretical and conceptual foundations established in Chapters 2 and 3 . It begins by formulating the core research questions, which investigate how global poverty is represented in German EFL textbooks, how teachers perceive and address this issue, and to what extent these practices align with the aims of education for sustainable development (ESD). The chapter then details a mixed-methods design combining quantitative textbook analysis with qualitative teacher interviews. The textbook study sampled 36 textbooks from six major series across two secondary-level school forms in Germany (Gymnasium and Realschule), coding 455 poverty-related tasks according to setting, demographics, representations, causes, and pedagogical activities. This approach enables both statistical analysis of representational patterns and qualitative exploration of key themes. Complementing this, interviews with eight secondary-level EFL teachers provide insights into beliefs, practices, and challenges in teaching global poverty. By triangulating these data sources, the research design captures both structural and human dimensions of EFL poverty education. The chapter concludes by emphasizing the study’s aim to generate robust, evidence-based insights into the interplay between textbooks, teachers, and global poverty education, while recognizing the inherent limitations of scope and generalizability.