This chapter seeks to deepen the understanding of how foreign language textbooks can shape the cultural conceptualization of gender within a given context. This study addresses a significant research gap by exploring gender representations within Iranian high school English textbooks, focusing on the Vision series. Using Sharifian’s (2011) framework (Cultural Conceptualisations and Language: Theoretical Framework and Applications, John Benjamins), the study unveils nuanced portrayals of gender roles, revealing distinct cultural schemas that influence the representation of women. This corpus-based study demonstrated that traditional roles persist, depicting men in the categories of breadwinners or metaphorically the defenders while women are categorized in domestic roles, aligning with societal norms. Visual biases in image schemas contribute to a visual imbalance, featuring fewer and veiled women. The analysis of cultural categories exposes gendered associations with activities, reinforcing societal expectations. Advocating for a more inclusive and gender-sensitive approach, the study challenges prevailing cultural conceptualizations within the textbooks. The findings highlight the continued perpetuation of conventional gender roles, carrying implications for gender inequality, self-perception, and career aspirations. The recommendations include nuanced examinations of gender representations and in-depth investigations into the educational impact of reinforcing traditional gender roles. Future research endeavors may prioritize targeted approaches such as meticulous curriculum revisions, comprehensive teacher training programs, and exploring the broader impact of media and family influences on attitudes toward gender roles and equality.