The present study investigates the collocational profiles of (1) three series of graded textbooks for English as a foreign language (EFL) commonly used in Taiwan, (2) the written productions of EFL learners, and (3) the written productions of native speakers (NS) of English. These texts were examined against a purpose-built collocation list. Based on the British National Corpus (BNC), the collocation list comprises 43,875 verb-noun collocations, the nodes of which were drawn from a prescribed wordlist (Jeng, Chang, Cheng, & Gu, 2002) to be learned on completion of the secondary education in Taiwan. Findings show that overall the collocational density and diversity of the textbooks are comparable to those of NS essays. Nonetheless, only small proportions of collocations within the repertoire were presented in the textbooks, and these collocations did not recur enough for the learner to consolidate collocational knowledge. Compared with their NS equivalents, learners' writing exhibited an inordinate degree of collocational density and limited collocational diversity, suggesting that they did have the need to construct utterances with collocations, but were inhibited by a underdeveloped sense of collocational knowledge. Implications for learning/teaching collocations and materials designing are discussed.