The major trend in ELT materials evaluation has been the measurement of general satisfaction levels against borrowed items from previous checklists. However, their real quality can be accurately assessed through contextually relevant criteria. In this study, 85 English teachers, and 500 seventh-graders evaluated the effectiveness of their locally-produced English coursebook with standardised, particularised, and importance-weighted Likert-type checklists. The extent of consumer dissatisfaction in their primary focus areas was found much greater than the overall evaluation alone had yielded. The teachers' evaluations were yet unaffected by gender, experience, and length of textbook use. The top teacher-preferred criteria focused on accommodating different proficiency levels, and learner types; and the top student-preferred criteria on supplementary resources, and thematic appeal. The list of coursebook deficiencies might have been topped by the lack of authenticity, and supplementary resources for teacher guidance, and student self-instruction, but further overlaps existed between user views over such serious weaknesses as lack of: support for creative thinking, thematic appeal, grammatical explanations, and cultural diversity. Since these persistent coursebook concerns have been diagnosed in similar EFL contexts, where local materials were preferred over their global (UK/US-produced) counterparts, a context-sensitive, synergistic model was recommended for drafting, editing, and assessing ELT materials.