This paper investigates several features of dispreferred responses, including their frequency, their distributional properties, their types, and their functions in conversations contained within Mandarin Chinese textbooks by level of difficulty, and it provides how dispreferred response should be reflected in Mandarin Chinese textbooks. The analysis in this paper are made into three aspects: (1) a detailed and complete study on the presence of dispreferred responses in the three textbooks; (2) a comparison of dispreferred responses among the three textbooks; (3) a comparison of dispreferred responses in naturally occurring spoken conversation in Chinese and those in Chinese textbooks. It is through the analysis that this paper shows that dispreferred responses in the three textbooks are defective in illustrating diverse types of dispreferred responses and delayed and structurally elaborated features. Account strategies are not frequently used in textbooks, while explaining strategies are most frequently used in naturally occurring conversations. The declination components of dispreferred responses does not truthfully reflect the entire circumstance of Chinese conversation. This paper proposes the improvements for integrating dispreferred responses into textbook study by level of difficulty. In the beginning level, Chinese conversation textbooks should introduce a variety of dispreferred response types. In the intermediate level, Chinese language textbooks need to show the interactional features of dispreferred responses based on the actual dispreferred responses of native Chinese speakers. In the advanced level, the textbooks should include the socio-culturally specific features of the dispreferred responses.