A textbook is considered to be one of the primary resources for teaching and learning mathematics around the world. The role of textbooks is even more important in developing nations such as Nepal, where the textbook is the main curriculum resource. Thus, it is important to have rich mathematical tasks in a textbook to enhance the teaching and learning of mathematics. The rich mathematical task includes various features such as the usage of appropriate representations, a combination of contextual vs. non-contextual tasks, a balanced number of open vs. closed-ended problems, and utilization of high vs. low cognitive demand tasks. Using a multi-dimensional framework, we examined 1359 mathematics problems from an 8th-grade textbook published by the government of Nepal. The study revealed that the textbook did not include problems based on the various features of rich tasks. 87% of the problems are of low cognitive demand and non-contextual, and almost all problems are closed-ended.