In general, ESP textbooks tend to reflect methodological trends, educational fashions and changing contents. Undeniably, their quality has increased in the last 15 years and they tend to cater for most students' needs regardless of the pupils' field of study. However, those related to English teaching and learning for tourism studies do not clearly reflect some of the latest advances in teaching methodology (Morrow and Schoker 1987) in the way teachers may hope. This article addresses the issue of Travel & Tourism textbooks from the students' attitudes towards English Language Learning. The study intends to see if there is any correspondence (or up to what degree) between some current Travel & Tourism textbooks and what students consider the most important parts of instructional elements and skills. After summarizing the students' beliefs obtained by Garcia Laborda (2002), there is a short analysis of 10 textbooks according to the students' beliefs perspective. The study concludes that most textbooks address the students' beliefs only partially, and that most textbooks do show a high degree of professionalism and continuous methodological improvements. A comparative study with relevant features is included. As a whole, the paper recommends to account for the students' beliefs if ESP books are intended to be effective in the English for Tourism classes. (Materials Analysis is appended. Contains 3 tables.)