Understanding culturally affirmative pedagogical preferences and practices requires a working knowledge of the influences on individual behaviour. Such knowledge extends beyond skin colour, geographical location, birthplace, and socioeconomic status. This article demonstrates the importance of and challenges to remaining flexible when teaching a diverse population. It acknowledges the difficulty of defining culture and of interpreting the characteristics of learners of more progressive nations and dominant cultures. It also examines the possible implications for interpreting behaviour and learning style in the classroom and community. The literature is discussed as it relates to how to include learning preferences from a cultural perspective in instruction. The essay concludes with thoughts about the implications for pedagogical practice of the interweaving of global influences into the classroom culture.