Although research has mainly focused on coursebooks in a general sense, the number of the studies investigating English as a foreign language (EFL) teachers’ perceptions of course books has been limited. Thus, this study aimed to review the studies on EFL teachers’ perceptions of course books. For this purpose, studies on the issue were reviewed to make recommendations for teachers and researchers. Studies reviewed were categorized under the sections of positive perceptions, negative perceptions and factors affecting teachers' perceptions. Results showed that while pre-service EFL teachers mainly have positive perceptions of course books, in-service teachers experience some problems regarding the lay-out and design of skills. It was also concluded that certain factors such as teaching experiences, institution, curriculum, teaching styles and learner characteristics affect teachers' perceptions. It was recommended that teachers should be flexible to convert course books into authentic materials according to their student’s needs and levels. It was also recommended that further research should focus on the factors that affect EFL teachers’ perceptions of course book.