A recent shift has been noticeable in foreign language education theory. Previously, foreign languages were taught as a linguistic code. This then shifted to teaching that code against the sociocultural background of, primarily, one country in which the foreign language is spoken as a national language. More recently, teaching has reflected on language and culture in an integrated way with a view to preparing learners to use the foreign language in intercultural contact situations. Though in many countries national curricula for the teaching of foreign languages have been slow in the uptake of this shift in thinking, recent curricular guidelines tend to focus more explicitly on the sociocultural dimension of foreign language education, distinguishing between cognitive, attitudinal and behavioural objectives to be attained in the area of language-and-culture teaching. This change in focus in curricular guidelines entails a change in the expectations voiced towards foreign language teachers. Research on innovation in education has shown that teachers' perceptions of the innovation to a large extent determine the success of that innovation. This paper reports on an investigation among Spanish secondary school EFL teachers, focusing on the extent to which teachers support the new culture-and-language teaching objectives. Our findings suggest that teachers are willing to support the new objectives, but that they experience conflicts when having to prioritize language teaching and culture teaching objectives.