This paper examines three elementary school mathematics textbooks (one textbook from each of 6th, 7th, and 8th grade) to determine to what extent these textbooks present questions with multiple outcomes and multiple solution methods. Document analysis as a qualitative research method is adopted. The findings reveal that only 8% of all three textbook questions have multiple correct outcomes and 92% of them have only one correct outcome. Further analysis of questions with multiple outcomes shows that the majority of these questions have limited correct outcomes rather than limitless ones. It is also found that only 6.2% all worked-examples are solved through different solution methods. Given that textbooks are often considered to have influences on both teaching and learning, these findings present important implications for mathematics learning and teaching. The issues of student creativity and higher-order thinking are especially discussed as they are closely associated with the use of questions with multiple solution methods and outcomes.