Purpose: This study aimed to evaluate pronunciation teaching with regard to an EFL multi-skills textbook ("English for Palestine 10"). The evaluation was intended to identify the extent to which pronunciation teaching content incorporated in" English for Palestine 10," in addition to the related teachers' competency level match current instructional perspectives in pronunciation pedagogy. Methodology: The researcher reviewed a sample of related literature and identified a set of current pronunciation instructional perspectives. Then, she discussed and explored how these perspectives pertain to the effective teaching of English pronunciation. Based on that discussion, she identified and developed a suggested list of characteristics of pronunciation teaching content, in addition to a list of pronunciation teaching competencies that English teachers should be equipped with. In view of that, she constructed two tools: (a) a content analysis card for analyzing the target pronunciation content in the SB (students' book) and TG (teacher's guide); and (b) an observation card for observing and scrutinizing the related competency level of twelve 10th grade Palestinian teachers of English language. Results: (a) pronunciation teaching content of "English for Palestine 10" falls short in adopting the suggested characteristics of pronunciation teaching content that match current perspectives in pronunciation pedagogy; and (b)10th grade Palestinian teachers of English language were found to be poorly equipped with the suggested pronunciation teaching competencies that go in line with these perspectives. Recommendations: The researcher offered a number of recommendations related to the production of a supplementary teaching material for improving and modifying pronunciation teaching content of "English for Palestine" series (1-12). The researcher also offered a number of recommendations related to providing pre-service and in-service English language teachers with pronunciation training courses designed to equip them with the tools to incorporate current pronunciation instructional perspectives into "English for Palestine" series (1-12). Appended are: (1) Stress placement rules; (2) Critical pronunciation areas to the intelligibility of Arab learners; (3) The inventory of English phonetic symbols; (4) English sound-spelling rules; (5) A suggested list of the characteristics of English pronunciation teaching content; (6) A suggested list of pronunciation teaching competencies that English language teachers should be equipped with to teach pronunciation; (7) The first version of the content analysis card; (8) The first version of the observation card; (9) List of referees; (10) The final version of the content analysis card; (11) The final version of the observation card; (12) Permission for applying the observation card; and (13) Target pronunciation areas in "English for Palestine" series. (Contains 22 tables and 1 diagram.)