The number of foreigners in the Czech Republic is steadily increasing, with a growing influx of newcomers every year. Currently, Ukrainians constitute the largest group of foreign nationals due to recent European events, alongside individuals from Slovakia, Vietnam, Russia, Romania, Poland, Bulgaria, Germany, Mongolia, Hungary, and others. Approximately 10% of the Czech population is estimated to speak a language other than Czech as their mother tongue. As a result, new cultural spaces and events are emerging where Czech traditions blend with those of other countries. This rise in foreign residents has created a greater demand for Czech language courses tailored to non-native speakers.

In recent years, numerous Czech-as-a-second-language textbooks have been developed. Due to limited experience in teaching Czech to non-native speakers before 1989 and little prior research, these textbooks adopt varied approaches. This paper begins by briefly introducing the A1-level Czech textbooks analyzed in the study.

The central focus of the paper is on the treatment of the past tense within these textbooks. Each textbook's methodology in presenting this grammatical structure is thoroughly examined, highlighting differences in instructional strategies, sequence of topics, and the depth of explanation provided. Beyond a purely grammatical analysis, the research investigates the thematic background associated with the introduction of the past tense. Due to the heterogeneity of the textbooks, there is frequently a lack of coordination between topics and grammatical structures. Consequently, this misalignment poses challenges for educators who seek to combine multiple textbooks or supplementary materials in a cohesive and effective manner during the teaching process.

Ultimately, the study finds that textbooks often operate in relative isolation without sufficient consideration of compatibility with other available educational materials. It is recommended that textbook authors might consider enhancing the interoperability of their publications. Improved alignment and synergy among textbook resources would potentially reduce confusion and increase efficiency for both learners and language instructors. Such compatibility would allow educators to more flexibly draw from various sources, customizing learning pathways that better meet the diverse needs of students studying Czech as a second language.

This investigation into A1-level textbooks' handling of the past tense contributes to the broader discourse on second language acquisition and didactic resource development in the Czech context. It underscores the importance of coherent curricular design and collaboration among textbook creators to support the growing population of non-native Czech speakers striving for successful language acquisition and cultural integration.