"The status quo" of English as the world lingua franca (Choi, 2016; Fang, 2017; Kusumaningputri & Widodo, 2018; Liu & Fang, 2017), the increasing role of English as an additional language for nowadays Indonesian generation (Lauder, 2008), and the nature of Indonesian EFL students as multicultural people (Hamied, 2012; Sukyadi, 2015) became the bases sensitizing the role of culture in Indonesian EFL learning. Accordingly, this study focused on two objectives pertinent to how Indonesian EFL teachers defined culture and conceptualized language-culture relationship, and how the portrayals of culture were nuanced in their paradigm of EFL learning. Fifteen EFL teachers were engaged and interviewed. As revealed, five varieties of culture-related definitions were shared. They referred to culture as social products, social knowledge, ways of living, communicative behaviors and a communicative discourse construct. Four indicators of language-culture relationship were subsequently conceptualized into language to express culture, language as the cultural symbol, language framed by culture, and language as a cultural mediator. In turn, ten teachers holding modernist perspective and five teachers holding postmodernist perspective provided diverse portrayals of culture in Indonesian EFL learning. The last, the given recommendation supported the latter instead of the former perspective for Indonesian EFL learning.