The introduction of the multiplication tables (or nine-times table) is of significance to children’s learning of basic multiplication fact. To fulfil the potential of multiplication tables in mathematics teaching and learning, different mathematics textbooks adopt different designs, presenting distinct features regarding the order of introducing multiplication tables, classroom activities and tasks for building connections, etc. This study collected interview data from 18 primary school teachers with different teaching experience, and aimed to reveal teachers’ viewpoints regarding the differences in textbooks’ design in multiplication tables and how they make impacts on the teaching and learning of multiplication at classroom level.