This study investigated teacher cognition and practices, student perceptions, and textbook approaches to pronunciation instruction in a community-based ESL program. Data collection included semi-structured interviews with seven volunteer teachers and eleven students, classroom observations, and textbook analyses across proficiency levels. Findings indicated that teachers acknowledged the importance of pronunciation instruction but lacked training to implement it while students believed in the importance of learning pronunciation. Textbook analyses showed that the books provided pronunciation activities only in review units, which were often skipped by teachers. In conclusion, teachers in community-based ESL programs could benefit from professional development targeting pronunciation instruction to learn how to use, adapt, and supplement the activities found in the textbook and meet the needs of their students.