The influence of culture on the English-as-a-Second-Language (ESL) teacher, student, and curriculum is examined. The assumption is that if acknowledgement is given to: (1) the influence of culture; and (2) ways that cultural assumptions of teachers and students differ, then adjustments can be made that permit a more rewarding and enjoyable classroom atmosphere. American cultural values and their classroom implications are addressed, such as competition, confrontation, and cooperation. Valued behavior in the ESL classroom is noted, including that related to independence and individual work, turn-taking, group work, deadlines, and question asking. A brief discussion on how to facilitate the cultural adjustment of ESL students is also included. Contains 18 references. (Author/LB)