Indonesia is a multicultural country which has many ethnic groups, languages and cultures. In the last decade, there has been a dramatic renewal of the national curriculum. The most recent version of the national curriculum was released in 2013. It placed great emphasis on students’ moral or character building. This curriculum recommends that moral and/or character education should be infused into all subjects, including English. A textbook is a curriculum artefact which plays a pivotal role in achieving curriculum targets. Research on English Language Teaching (ELT) textbooks suggests that students enhance learning better if they accommodate their moral values, and cultural background. In the Indonesian context of teaching and learning English as a foreign language (EFL), the current curriculum policy and textbook developers must consider how the cultural diversity and inclusivity could enrich the curriculum design and material development. Drawing from multicultural content and description analysis as described by Cho and Park (2016), this article analyses the secondary school English textbook which is endorsed by the Indonesian Ministry of National Education. Qualitative document review and discourse analysis are employed in this research. The findings reveal that the way in which moral values are represented in the textbook does not adequately align with multicultural education principles. Moreover, the textbook can be enriched with local moral values by exploring Indonesia’s diversity from a multicultural education perspective. The article concludes with suggestions on how to present moral values in the textbook in a way that is more appropriate and both enhances moral education and infuses a multiculturalism perspective into secondary English language teaching in Indonesia. The findings should also provide English language educators with insights into English material design, development and implementation in multicultural contexts other than Indonesia.