The practical focus of this paper is to examine how pracising English language teachers all around the world (both native and non-native speakers of English) incorporate teaching culture into their English language classes. As regrads the most important questions, it has 4 been hypothesised that qualified native speakers of English teaching their mother tongue abroad have more intercultural awareness than qualified non-native teachers working in an EFL environment. In addition, it has been presumed that highly qualified and experienced nonnative teachers with a diverse range of first-hand experience in foreign cultures put more emphasis on developing intercultural competence than non-qualified native speaker teachers without considerable amount of professional experience.