Fake news is nowadays part of our everyday lives, especially for those who are exposed to social media. As 8 out of 10 Swedish teenagers mainly read news on social media, this study was conducted to investigate to what extent students are taught to deal with fake news. This was done by examining exercises in English workbooks currently used at the upper secondary level. Skolverket (2021) clearly states that it is part of Swedish teachers’ mission to educate students so that they can orientate and act in a complex reality with a large flow of information, increased digitization and a rapid pace of change. Accordingly, the aim of this study is to examine how and to what extent workbooks in the Swedish EFL classroom provide students with tasks which can be said to further skills related to source criticism and critical thinking. It also aims to address the possible prevalence of insufficient skills of the above-mentioned kind and its potentially harmful consequences. This was done by investigating how exercises in workbooks can be said to promote an improvement of source criticism and critical thinking. The method of the presented study emanates from the theoretical framework of critical literacy from a pragmatic perspective. The study is qualitative as the examined material is limited. The results show that the workbooks vary in how they enable the ability to detect bias and critical thinking and that the workbooks rely on teachers to elaborate instructions. This indicates that the exercises in the workbooks may not be sufficient to fulfil the mission stated by Skolverket (2021).