This article examines the English as a Foreign Language (EFL) context in Taiwan based on Vygotsky's (1978) socio-cultural framework. The historical context is provided after some delineations of the educational system in Taiwan with regard to its foreign language instruction policy and development. Based upon the proposed socio-cultural framework, this study explores whether culture is an important variable, and what measures have been taken by both learners and practitioners to resolve the problems of EFL teaching and learning in Taiwan. The findings demonstrate that Chinese culture is indeed one of the most paramount determiners pertaining to foreign language teaching and learning in classroom settings in that it exerts a substantial impact on both the teachers and learners in various aspects in Taiwan. Several difficulties of teaching and learning EFL are also highlighted along with the ways in which learners and practitioners have aimed to alleviate them collectively. This article offers essential issues to teachers not only as a means to enhance the knowledge of their students, but also as an avenue to guide researchers for future academic endeavors. It is anticipated that more insight into learners' language development and teachers' implementation can thus be gained.