The role and function of the mathematics textbook has been widely discussed since its inclusion in the Trends in International Mathematics and Science study (TIMSS) in the late nineties. It is a common feature in many classrooms worldwide and has been identified as an important vehicle for the promotion of curricula. However, there has also been much debate about the role of the mathematics textbook in the classroom and as a result there is anecdotal evidence to suggest a decline in the use of mathematics textbooks in England. This paper reports on an examination of the current role of mathematics textbooks in secondary and middle schools in the North-West of England based on teachers' self-reported use of them. The data indicates that for all teachers, in this sample, who used a mathematics textbook, there is a positive correlation between the number of years teaching experience a teacher has and the amount of their classroom time that is "textbook driven" and a negative correlation between the number of years' experience a teacher has and the likelihood that they will use a mathematics textbook as their key resource for planning. These teachers also reported that they have access to a range of resources to supplement their use of mathematics textbooks and that they used textbooks in a variety of ways.