In light of the discrepancies between theories, primarily developed in English-as-a-Second-Language (ESL) contexts, and classroom practice, situated in the Taiwanese English-as-a-Foreign-Language (EFL) context, this study employed curriculum implementation theory as a framework for investigating how local college teachers of English perceived their experiences of adapting communicative method-based teaching in Taiwanese classrooms. A preliminary survey of 71 English teachers who earned their degrees abroad and were familiar with both local and ESL contexts showed they practiced this approach to various degrees, implying adaptation in response to local expectations and needs. A follow-up interview of 20 instructors confirmed that, in addition to students' English proficiency levels, the traditional ways of learning and expectations of teachers' roles in the sociocultural context affected their willingness to engage in communicative activities. The results emphasize the importance of teachers acting as cultural mediators to build teacher-student rapport, lower students' psychological barriers, and construct a socioculturally appropriate environment for communicative teaching.