This study aims to investigate how two textbooks, aiming at English 6 in Swedish upper secondary school, published in 2002 and 2020, facilitate vocabulary learning in their exercises. The study investigates these textbooks through three strategies of vocabulary learning: glossing, highlighting andtranslations. The textbooks are analysed according to the theoretical aspect of three strands: meaning-focused input, meaning-focused output, and language-focused learning. The method applied to this study is qualitative content analysis, where the strands and strategies are a part of the codingprocess. The study showed that both textbooks contain all three strategies;however, the one published in 2002 had more instances of all strategies in the exercises. It was also revealed that the textbook published in 2002 combines meaning-focused input/output with language-focused learning to a greater extent, compared to the textbooks published in 2020. The textbook from 2020, on the other hand, had a more form-focused learning aim which led it to work more according to the language-focused learning strand.