This research investigates multimodality in the genre of the English language course book, where verbal and non-verbal texts dialogue in constructing meaning. The objectives of this genre are concerned with language teaching and learning, and, while pre-determined by the course book producers, the objectives are not made visible in the various semiotic modes in the book. This study examined the view of learners concerning visual and verbal elements in their course book, in relation to objectives in English language teaching and learning. The aim of the study was to assess the use of semiotic modes in course book production in relation to course book reception and also to reflect on the production process of the course books. The study of perceptions focusing on multimodality in the genre was based on theories of teaching/learning and genre, as well as on image and multimodal text analysis. For the analysis, a sample was taken from units in course books written in Brazil for the teaching of English as a foreign language; the books were used at the institution where they were written. Interviews were carried out with the learners/users as a group, in the same institution, in order to assess their perceptions related to the functions of the units in the course books. The perceptions of these learners/users concerning the multimodal aspects were also analyzed, to assess the weight of different elements in the composition of the units. The study revealed potential problems with (1) images in relation to text, (2) images and visual resources in relation to the meaning that was intended, and (3) the compositional organization of the semiotic modes in the units. This brings up questions about the process of producing the course books. Therefore, it is argued that course book producers need greater multimodal knowledge of this genre, so that multimodality may be explored adequately and more effective learning may be fostered in English language classrooms.