Despite common assumptions of foreign-language culture as a tool in student recruitment and retention, students are not universally convinced of either the teachability of culture or the appropriateness of teaching culture at all levels of language instruction. This paper shows that students' definitions of foreign-language culture differ moderately depending on student gender, advancement in general academic studies, and travel experience or desire to travel to a German-speaking country. Overall, definitions of culture in the German FL classroom prove consistently narrow in scope. Beliefs related to the pedagogy of culture are quite homogeneous and show, for instance, that students would like to reserve the bulk of cultural instruction for courses taken by language majors only. Surprisingly, declared or intended academic major was not a productive variable in distinguishing among student beliefs.