The study evaluated the EFL textbook ‘We Can’, which is taught to Saudi EFL grade 6 pupils in the elementary schools, Al-Majmaah City. The study adopted the qualitative approach of research design. It is based on content analysis to measure the existence of EFL textbooks’ criteria in the examined EFL textbook ‘We Can’. Data were collected by using a 35-item evaluation checklist and semi-structured interviews. The evaluation checklist is divided into seven sections with five items each. The semi-structured interviews comprise 3 questions revolved around the evaluation of the EFL textbook ‘We Can’ in terms of problems and improvement suggestions. In other words, the interviewed Saudi EFL teachers were asked about the problems which they encountered while using the textbook ‘We Can’ for teaching English to Saudi EFL elementary school pupils, in Al-Majmaah City. Ten Saudi EFL elementary-school teachers in Al-Majmaah City were asked to respond to the evaluation checklist of the examined EFL textbook ‘We Can’ according to five responses of rating. Six of the ten Saudi EFL teachers were also interviewed.  Data were analyzed in accordance with content analysis theoretical framework of EFL textbooks evaluation criteria. These criteria cover the examined EFL textbook’s organization and design, goals and objectives, language contents, language skills, practicality, and moral and cultural considerations. The findings indicated that the examined textbook ‘We Can’ has good quality and meets the EFL textbooks criteria. The findings introduced pedagogical implications for the EFL teaching process in the Saudi EFL context of elementary schools.