Examining ways Rural Primary Schools’ English Teachers Adapt the Imported Textbook Through their own words

English curriculum in Malaysia, aligned with the Common European Framework of Reference (CEFR), has recently incorporated imported textbooks, marking a shift away from locally-developed textbooks. This study sought to explore how English language teachers in rural primary schools utilised the imported textbook in their lessons. Employing a qualitative approach with a Single Case Study design, the research focused on four English teachers in plantation settlement schools in Pahang. Data collection methods included classroom observations, interviews, and document analysis. Thematic analysis, supported by NVivo, was used to analyze the data. This article presents a segment of the overall study, concentrating on the ways these teachers adapted imported textbooks in their English lessons. The key findings reveal that the teachers planned their actions through addition and deletion alongside a few inadvertent actions. These results offer insights into the practical application of imported textbooks by teachers in rural primary schools and shed light on their teaching strategies. Moreover, this study sets the stage for future research in this area, with the hope that the findings will inform stakeholders and contribute to the educational objectives of the country.