In Spanish linguistics today, it is widely recognized that Spanish corresponds to the image of a pluricentric language. Different normative centers coexist, which are perceived as such by the speakers. However, the degree of recognition, status, and prestige of these linguistic norms varies greatly. This article examines the extent to which the pluricentrism of Spanish is represented in textbooks for Spanish as a foreign language. As a case study, three textbooks – Puente Nuevo, ¡Adelante!, and A_tope.com – used in high schools in Basel, Switzerland, are analyzed both quantitatively and qualitatively in terms of their pluricentric character. The study examines the textbooks as a whole (thematic priorities, topics of units, maps) and selected linguistic phenomena, namely: the forms of address (morphosyntax), seseo (pronunciation), and the use of regional vocabulary. At various levels, it can be demonstrated that the textbooks are based on a Eurocentric view of language, which gives Castilian Spanish a superior role to that of other language norms, without this being explicitly stated. The article concludes with some practical recommendations for a more pluricentric approach to teaching Spanish.