Language educators argue that foreign language learning in the United States should increase students' intercultural competence (IC), which will allow them to see relationships among different cultures, mediate across cultures, and critically analyze cultures including their own. Qualitative research investigating students experiences with such cross-cultural conversations in study abroad and Internet collaborations raises questions about how well prepared students are to converse in a manner that is likely to increase their intercultural competence. To begin to explore the quality of cultural content language learners are exposed to, I examined Canadian cultural content of beginning-level French books used in the United States in view of its potential for developing intercultural competence. Findings reveal some examples of potential intercultural competence-building content, particularly pertaining to Quebecois identity and French maintenance in Canada, but also point to missed opportunities. Beginning-level French books used in the study are appended. (Contains 2 tables.) [This paper was published in: Proceedings of Intercultural Competence Conference August, 2010, Vol. 1, pp. 27-50. Funding for this paper was provided by the Faculty Research Grant Program of the Canadian Embassy and the College of Liberal Arts and Sciences at Iowa State University.]