The present study aimed to evaluate and compare two Persian language textbooks for non-Persian speakers, namely Mina (3) and Perfa (2). Given the crucial role of instructional materials in second and foreign language learning, a systematic examination of textbooks can contribute to improving the teaching process. This study sought to determine the extent to which these two books correspond to the criteria of a suitable textbook based on Cunningsworth’s (1995) checklist. To answer these questions, a descriptive-analytical approach and qualitative content analysis were employed. The textbooks were examined in terms of educational objectives, design, language content, skills, methodology, and practical considerations. The findings indicate that both books were successful in using communicative and skill-based approaches and showed notable strengths in the variety of activities and exercises as well as in addressing the four language skills. However, both books had weaknesses in explicit attention to learners’ needs, the use of authentic listening materials, and the presentation of learning and study strategies. Based on the results, it can be concluded that each textbook has its own strengths in certain areas, but both require revision and further development in some instructional components in order to enhance their educational effectiveness.