The ability to think critically constitutes one of the crucial skills in the 21^st century learning process. Additionally, a textbook is deemed to be one of the means to attain the skill. Thus, this study will try to reveal the way an EFL textbook exposes this 21^st essential skill. In this regard, the scrutiny will be more focused on the tasks, images associated with the text given in the textbook. One of the parts of the book, ‘Learn and Think’, will be investigated by utilising several frameworks comprising the revised Bloom’s taxonomy (Krathwohl, 2002) to gauge the cognitive domain, Kress and van Leeuwen’s (2006) narrative representation and Royce’s (1998) Intersemiotic Complementarity to investigate the image and text relations. The results of this study are expected to provide insight having to do with the way the textbook explores the critical thinking ability through the distribution of higher order thinking skills in the tasks and reveal the meaning between visual and verbal resources represented in the textbook. Thereby, any pedagogical implications are expected from the findings resulted.