This paper aims at exploring the ways the authority designs English Textbooks of Primary School with the roles, profession, social status of men and women and shows how the process of this setting causes gender discrimination, and promotes unjust treatments between men and women in Bangladesh. This paper scrutinizes the primary school's English textbooks from class 1 to class 5 and brings out all the aspects of them by using the lenses of feminism. To achieve the goal of this study, a mixed-method approach is followed. As language is a prime source of exercising power, the uses of languages in these books are also taken to be considered as a focused point of this paper. Using Lazar (2007)'s four key theoretical framework, this paper critically analyses the collected data. It discovers a little gender discrimination, and patriarchal mentality of the book writers. A large number of gender imbalanced tools that were present in the previous texts are not found in present revised texts in 2026. The authors use a conscious attempt to represent a discrimination free atmosphere that can shape the children's mentality in a positive way. Here, besides male, female characters are also visible and play different roles in the society. But some gender stereotypical ideas are presented by the repeated representation of women with household activities and by the commodification of them. The conclusion of the paper hopes for the textbooks written in a more balanced and equal way making both the male and female students feel equal.