If language acquisition implies understanding of cultural perspectives, practices, and ideas with the ability to respond appropriately and flexibly in varying contexts, then we must see the importance of preparing language teachers for the realities of the profession and the demands of performance based assessment. Language is how we understand ourselves as well as communicate to minds other than our own. Inevitably we tend to view the world through individually constructed and socially imposed cultural lenses. Becoming aware of the presence and impact of these lenses constitutes the first step toward successful and meaningful interaction. Unfortunately most media and textbooks offer scant treatment of clichéd situations and cultural facts in isolation, yielding possible misinterpretations of different cultural groups. Materials for teacher preparation do not begin to explore candidate beliefs, attitudes, or understanding, thus actually reinforcing prejudice and an already myopic view. Furthermore, there is need for curriculum design tools to guide teachers in creating performance based lessons and assessments, which demonstrate learner understanding of cultural perspectives, practices, and products. Examination of research on cross cultural adaptability and perspectives yields various applications for teacher education programs, both for language and literacy courses as well as curriculum and assessment for language learning and teaching.