Drawing on the literature on culture and intercultural communication, current discussions surrounding English as an international language (EIL), and cultural appropriation of ELT books in local communities, this article reports the findings of a qualitative and qualitative research study with English language teachers from Inner (40 American, 36 British), Outer (44 Indian, 40 Malaysian), and Expanding (44 Iranian and 40 Turkish) circles based on Kachru's model (1992) to explore their attitudes toward cultural content of ELT books within the framework of EIL and how they see themselves in relation to the language and culture. The findings demonstrate that most teachers are in favor of implementation of EIL and culture and understanding their perceptions plays a key role in this matter. The findings also highlight the "glocal" aspect of English that the ELT materials should include a blending of cultures, both local and international, so that learners can naturally merge their local experiences and cultures with those that are offered in the ELT materials. This article argues that together with valuing intercultural communication and awareness, it is important to promote ways for the development of EIL and culture in the classroom. Issues like cultural representation, cultural priority of teachers and students, cultural presence within the EIL framework in ELT books and pluralistic and dynamic feature of English language with cultural diversity in the globalized world must be heard and not assumed in order to develop cultural awareness.