This study is aimed at comparing the attributes and frequency of arithmetic word problems (AWPs) included in textbooks used in mathematics classes at the primary level in Singapore and Saudi. The main focuses of the research are on:  the amount of arithmetic word problems; the variation in problems with regard to their multiplicative or additive structures as well as their semantic-mathematic substructures; and the amount and characteristics of illustrative materials that accompanied the arithmetic word problems. While AWP tasks were more prevalent in the textbooks used in Singapore, the findings indicated that AWPs had the same comparative diversity in the mathematics textbooks in both countries. Additionally, the textbooks used for mathematics in both Singapore and Saudi Arabia placed emphasis on the structures categorised as (additive) combine 1 and (multiplication) simple rate with regard to AWPs. In particular, there was a greater proportion of illustrations that depicted the problems’ mathematical structures within the textbooks in Singapore, which assisted learners with the AWP problem-solving process. Based on the outcomes, it is recommended that the distinctions among students from countries with lower and higher levels of achievement are not mainly due to the frequency and variation in tasks that involve solving AWP problems included in textbooks, but are primarily attributed to accompanying illustrations.