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This study deals with using authentic English in the English language textbooks of the secondary schools in Jordan. Unfortunately, few studies have been conducted in Jordan concerning this issue though the interest in it has been for a long time at world – wide level (Wilkins, 1967; Lado 1975 and Brooks, 1964). As a result the researcher intends to carry out an investigation of this through content analysis to find out the amount of authentic cultural aspects in the prescribed textbooks of English at the secondary level in comparison with the unauthentic aspects. For the sake of carrying out the present study and fulfilling its aims, the following hypothesis is proposed: “Foreign language syllabuses of English for the secondary schools in Jordan are basically based or unauthentic socio-cultural elements”. A number of procedures have been adopted to achieve this aim and to confirm the supposed hypotheses: a) identifying the authentic socio-cultural elements depending on the available sources. B) Adopting Brooks’ well- Known list of authentic socio- cultural references as a tool of analysis. C) Analyzing the content of the Jordanian English textbooks on the basis of authenticity and artificiality. As a result, of the detailed analysis and the thorough discussions of authenticity and artificiality in both books, it is possible to say that English language textbooks for the secondary schools in Jordan are basically based on the local culture of the learners, while the authentic culture of the English Language community is ignored. This could be an indirect suggestion for textbooks writers to take such a fact into consideration the time they sit to decide the content of the foreign language syllabuses, in the sense that it should be based on authentic material of real life situations. Additionally, the socio cultural content of a foreign language syllabus should be up- to date because an out date content neither contributes to real understanding, nor is it an adequate guide to genuine communication in the foreign language being taught. Therefore, it has been recommended that the teacher should reject these cliches and introduce instead authentic ideas and concepts of the foreign culture within the appropriate words and expressions in which they are usually expressed.