Given that societies have become increasingly interconnected and reliant on cross-cultural competencies, and that the English language is the global lingua franca of international communication, the acquisition of global skills has gained prominence in educational curricula worldwide. However, it is uncertain to what extent global skills are integrated into the English as a foreign language coursebook as far too little attention has been paid to global skills in English language teaching. The aim of this thesis is to examine to what extent two English language coursebooks, Forward 4 (Školska knjiga) and Focus 5 (Pearson Education Ltd.) support the development of global skills and thus prepare learners for the 21st century. The analysis was conducted using a conceptual framework comprising five global skills proposed by Oxford University Press (2020): communication and collaboration, digital literacy, creativity and critical thinking, intercultural competence and citizenship, and emotional regulation and well-being. The findings, obtained through content analysis, indicate that global skills are more frequently adresses and more thoroughly explored in Focus 5.Tasks found in Focus 5 show a bigger range in topics provided and there are more of them numerically than there are in Forward 4.It is hoped that the insights gained will contribute to our understanding of the role of global skills in ELT.