This study examines Libyan computer science students’ perspectives on their English for Specific Purposes (ESP) textbook and explores the challenges associated with their use of this textbook in the tertiary education context. A questionnaire adapted from established ESP evaluation frameworks was administered to a sample of 53 undergraduate computer science students. The findings reveal a significant discrepancy between the textbook’s organizational structure and its pedagogical effectiveness. While students acknowledge the clarity of the textbook’s layout and sequencing, they report substantial shortcomings in its instructional content. Specifically, the material is perceived as outdated, overly theoretical, and a lack of authentic, discipline-relevant tasks. Moreover, the results indicate a significant imbalance in skills coverage, with a predominant focus on reading while neglecting listening, speaking, and writing skills that are essential for academic and workplace communication in computer science. The study concludes that the textbook, in its current form, does not adequately align with core ESP principles and therefore requires substantial revision and supplementation with contemporary, practice-oriented materials to better equip students with the communicative competencies demanded by their field.