Over the past few decades, researchers, educators, and policymakers have become increasingly concerned about preparing future generations for life in the rapidly changing global society; thus, interest in the global dimension of school curricula has been growing. However, as tension often exists between this global dimension and national education, infusing the former into the latter is not an easy task. Although some countries claim their national curriculum has a global dimension, and many global educators emphasize the relevance of global education in all curriculum areas, little empirical evidence supports such claims. To bridge this gap, the extent to which school textbooks reflect a global dimension must be explored. Therefore, this study conducted a content analysis of 84 elementary school textbooks in Taiwan to examine the scope of their global dimension. We found that around 10% of the textbooks' content was related to the global dimension, the majority of which was in the learning areas of social studies and integrative activities. The most evident global education concepts were ecological sustainability and world peace, whereas human rights and social justice were underrepresented. The ideal of linking the global dimension with all aspects of education and all curriculum areas remains a challenge. We provide suggestions for teachers, educational authorities, and textbook publishers and authors regarding revisions to current textbooks to enhance the global dimension.