Education systems are culturally embedded and, therefore, difficult to improve without understanding actions, beliefs, and attitudes related to education existing within the culture. This article discusses the role culture plays in the teaching and learning of mathematics. It specifically dwells on the ways culture could benefit learners from disadvantaged parts of the world, with special reference to Uganda. It singles out culture at a societal level, arguing that culture can act as a medium of communication of mathematics, can be a glue, a transition bridge, and a liberator to mention but a few. (Contains 4 figures.)