An integrative process combining language instruction with cultural education is described and discussed. The process is integrative in two ways because it relates target and native languages, cultures, and perceptions, and also relates the teaching of culture to the teaching of language. This approach incorporates eight stages; the first five are teacher-directed and the last three are student-directed. They are: (1) identification of a cultural theme; (2) presentation of cultural phenomena; (3) dialogue relating target and native cultures; (4) transition to language learning by discussing language needs discovered through use of the materials; (5) incorporation of language learning and practice; (6) verification of perceptions of the target and native cultures; (7) exercises in cultural awareness; and (8) evaluation of language and cultural proficiency. A sophomore French class's pursuit of "organization of adolescent sports programs" as a theme is given as an example of the progression of stages. Other issues discussed include limitations of the integrative process, models of culture within the language curriculum, integration of culture-learning strategies, the integrative process and global education, and evaluation within this process. (MSE)