This dissertation presents an investigation of the place of 'culture' in teaching and learning English as a Foreign Language (EFL) in Korea. Emerging from the researcher's direct and indirect cross-cultural conflict while studying and living abroad, the investigation aims to understand the complexity of culture learning and teaching in the Korean context. Through a gap analysis the study presents what research describes as culture teaching in the context of learning second languages; summarizes

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... the Korean government's mandated view of culture in EFL teaching; identifies and interprets how the newest Korean EFL textbooks in grades 7, 8 and 10 present culture; includes perspectives of EFL teachers in Korea about how they define and teach culture; and identifies gaps between these various stakeholders and proposes recommendations for narrowing the gaps. The gaps are interpreted through the lenses of Kramsch's language and culture, Byram's intercultural learning and Shaule's deep culture model and provide implications and suggestions for culture learning and teaching in Korean English education. The study reveals the Korean Ministry's responses to changes in education, society and the world as well as the reality of an unchanged system of examination that forms the largest obstacle to expanding the importance of culture in language learning. The findings are intended to suggest desirable directions for language and culture teaching and learning in an EFL setting. In addition, curriculum/policy developers, textbook authors, and teachers may benefit from the guidelines suggested for future English language education.