The main purpose of this paper is to analyze situations and communicative functions appeared in the dialogues of the 2013 North Korean middle school English textbooks. Situation analysis includes places of the dialogues, social and psychological relationships among the participants of the dialogues. Communicative functions include social functions, transactional functions and others which cannot be categorized into either category. Three qualified analyzers participated in the analysis and their concurrence rate index α was 0.89. The findings are: Situation analysis indicated that places, dialogue participants and their relationships are restricted to the schools and classrooms among friends, teacher and family members with a few exceptions. Communicative functions indicated that present or past event inquiry and answers outweigh over all the other communicative functions. A few structural practice and content-based lessons also appear in the textbooks across different grades. The analysis result indicates that North Korean English textbooks became an outlier of CLT (communicative language teaching) English textbooks in efforts of incorporating three Kims’ dictates on English language teaching.