The aim of the following research is to analyse the manner in which the English textbook New Language Leader Upper Intermediate (2014) works interculturality in a single English course of Bachelor degree in Modern Languages at The Pontifical Xaverian University. All of the above, it arises from the interest to know the role such as concept has in a Foreign Language class, as it is necessary to broaden the outlook regarding language and culture work in classroom. Likewise, the previous work consultation has been significant to perceive the current Intercultural Communicative Competence research panorama, which is seen as a pedagogical challenge in the field of Foreign Language Education. To guide this following work, we focus in four conceptual categories distributed hereafter: Firstly, we base on the authors’ proposals like Kramsch (1993) to work FL cultural education, and Liddicoat and Scarino (2009) to work intercultural education. Secondly, we highlight Byram’s (1994) approach to ICC, focusing on Knowledge and Attitudes. Thirdly, we consider Oliveras (2000) and Auger’s work (2003) for the study of misunderstandings and stereotypes, respectively. Finally, we address the learning materials analysis from Risager (2014) emphasizing on thematic, intercultural, and power and empowerment analyses. Based on the foregoing, we stablish that the present mixed type and descriptive scope research takes into account, according to data gathering, the design of an own analysis grid for NLLUI textbook units’ 1 and 11 related to Communication and Cultures. This one contains three categories distributed in intercultural content, ICC, and representations. Secondly, a questionnaire applied to four professors of the Low-Intermediate English level in the 2017-1 academic period. Thus, the purpose of these instruments is to connect the theory proposed with the data gathered in order to provide answers to the research inquiries. The results found allow us to highlight that interculturality is included implicitly and it is addressed in the groups discussion tasks enclosed in the textbook. Nonetheless, we stablish this homogeneous context like a factor that enables to run speaking and reading activities based on two features: cultural awareness and cultural knowledge acquisition. This previous information evinces that this material can be helpful to develop students’ knowledge and attitudes found on the dynamic proposed by the professor to go about the work on interculturality.