This study employs Critical Discourse Analysis (CDA) to examine the English language textbooks used in Pakistani schools, focusing on the ideological messages they convey through linguistic and textual features. The analysis aims to identify the power relations and dominant ideologies reflected in these textbooks and how they shape students' identities, values, and worldviews. By focusing on both macro-level discourses (nationalism, religion, globalisation) and micro-level linguistic choices (metaphors, lexical choices, inclusion/exclusion), the study highlights how English textbooks function as ideological tools, promoting certain cultural, national, and religious values. The research finds that textbooks often prioritise a singular Muslim Pakistani identity, reinforcing nationalistic and religious discourses while marginalising linguistic diversity and minority identities. Furthermore, the growing emphasis on global English reflects broader trends of modernisation and neoliberalism, positioning English as the language of progress and economic opportunity. The paper concludes by discussing the implications of these findings for curriculum development, textbook design, and the broader educational context in Pakistan. It calls for more inclusive and critical approaches to textbook design that reflect the country's linguistic, cultural, and religious diversity.