Collocations have been proven to be significantly important to language learners. To Vietnamese learners, English textbooks compiled by the Ministry of Education and Training are the major source of language exposure. This study, therefore, investigates (1) collocational profiles of the English textbook series for students from elementary to high schools,(2) the relevance of collocations targeted to high frequency collocation lists suggested in the literature, and (3) the recycling of the targeted collocations. The study is a corpus-based study of verb-noun and adjective-noun collocations. An English corpus of 312,770 word tokens was built from the textbook series from which 13,292 collocations of verb-noun and 11,079 collocations of adjective-noun patterns were identified. The study found that frequencies of occurrences of collocation tokens and types increase from one grade level to another. Collocations targeted in the textbooks only cover 10.5% of the collocations recommended in an academic collocation list, and 31% were identified not high-frequency collocations. 76% of collocations are not recycled or recycled not to the point where learning is likely to occur. Implications for learning and teaching collocations and materials designing are discussed