This bachelor’s thesis examines phonetic and phonological elements in three widely used English textbooks at secondary schools. The aim is to analyze the extent to which pronunciation is represented in these materials. The theoretical part is mainly focused on challenges the teachers face when teaching English pronunciation. The analytical part involves comparison of the textbooks, whether there are any explanations regarding English pronunciation and how they are presented. All the examples are supported by scans of concerned textbooks with appropriate descriptions, comparisons and explanations.