In the teaching-learning process, teachers and pupils depend heavily on the textbook which acts as a guide for both. A textbook serves as a take-off and landing ground for both the teacher and the pupil. In most of the cases, textbook is theonly tool in the hands of the learner to acquire knowledge and the only tool in the hands of the teacher to impart and transfer knowledge to the learner in the classroom situation. A large number of textbooks are prepared and produced every year in India. Truly speaking, most of these textbooksare often based on some rationale of the textbook writers. The research input in the preparation of textbooks is limited. Consequently, no author is sure whether or not the language being used for the presentation of thematic content in the textbook would be comprehensible to the target group. If the language used in the textbook is not understandable to the learner, his learning is bound to suffer. Thus, comprehensibility of language used in the textbooks is an important factor which helps or hampers in conveying the message to the learner. As we know, textbooks serve as the basis for the language practice that occurs in the classroom, the basis for the content of the lessons, the balance of skills applied and various kinds of language practice the students take part in. The textbook often becomes the major source of contact the students have with the language, apart from the discussion offered by the teacher. For the less-experienced teachers, textbooks function as a form of teacher training. Right from ideas on how to plan and teach lessons to the formats that teachers can apply in the classroom. The article tries to present a relevant issue prevailing in the Indian context. The field of textbook language comprehensibility is comparatively less explored in India. Formal, effective and extensive studies/ research/ training in this direction is solicited as far as India is concerned. Appropriate tools are also required to be developed to apply conclusions of any future studies.