The steadfast spread of English as the dominant world language has heightened the need to integrate culture in the foreign language teaching (FLT) curriculum, but how does this process crystallize in countries such as Colombia? The results of this review provide insight on the status of the intercultural perspective in FLT in Colombia by looking at the epistemological, theoretical, practical, and ideological issues that have sprung out of the thrust to articulate the cultural dimension in language teaching. This paper reviews six major refereed journals, concentrating on the types of articles published and the characteristics of research on culture. Findings indicate that the influence of sociocultural perspectives has propelled language teachers to move from a linguistic approach toward an intercultural approach to language and culture. Researchers favor qualitative research designs to explore linguistic and social issues, such as intercultural communication, cultural representations, and identity. The challenges that teachers and researchers face suggest that the intercultural dimension is still in its infancy in the Colombian scholarship.