This study analyzed the repetitions of target vocabulary words in intermediate English language teaching textbooks, by examining three sets of words from ten different textbooks to investigate the quantity of overall repetitions, delayed repetitions, and the cognitive processes of the repetitions. In addition, the research examined whether the location of where the words were introduced in the book impacted the number of repetitions, delayed repetitions, or cognitive processes. The findings revealed the average number of repetitions (3.7) to be below the recommended minimum of five to eight. Notably, around 50% of the words were repeated only once or twice. Furthermore, it was found that delayed repetitions were unlikely to occur with approximately 80% of words never repeating after the chapter in which they were introduced. The analysis also found the books strongly focused on receptive cognitive processes, with the cognitive process of varied receptive use most prominent. In turn, there was a significant absence of elaborative cognitive processes. Last, the study found that words introduced in the beginning of the books were repeated in a distinctly different manner from words introduced as target vocabulary words in the latter part of the books.