Views about the nature of culture and its relationship to language are constantly changing, and in relation to language learning, recent thinking has culminated in what is being termed "intercultural language learning." This orientation towards the teaching and learning of languages requires engagement with increasingly sophisticated views of language, culture, and learning, as well as with the relationship between them. Given that in the language classroom teachers have the key role and responsibility of mediating teaching and learning, it is important to examine the curriculum frameworks with which teachers are expected to plan and assess students' learning. Used as a key focus of attention in professional learning programs, curriculum frameworks are intended to provide both a reference point for teachers to reflect upon their current practice, a point of engagement with key concepts, and a basis for informing future thinking and practice in the area. By analysing how "culture" and "culture learning" are depicted in these documents, individuals can become aware of the strengths and limitations of such resources and address these in teacher professional development and in the future development of curriculum resources. This paper reports on an analysis undertaken as part of a project to report on ways to enhance the teaching of culture in school language programs. (Contains 1 table.)