This study collects 11 high-school EFL conversation textbooks used in Korea and sees how the textbooks teach culture since language learning is closely tied to culture learning (Kramsch, 2002). Conversation materials are chosen because socio-cultural values and norms are best acquired during the process of interaction (Scollon & Scollon, 2000). The content analysis is based upon the models conceptualized by both Paige et al. (1999, 2003) and Lee (2004, 2005), all of which posit that culture learning/teaching and the themes to accomplish this are important for contemporary L2/FL/ELT culture acquisition. Findings show that all of the textbooks neglect both the teaching of the culture-general aspect of culture learning and the small “c” target-culture learning. There was a strong sense of a hierarchical representation of the Anglophone world in which the US culture served as the supreme source. Remarkably scant use of authentic materials along with interactive technologies like the Internet for teaching culture was used. In its final section, this study suggests some guidelines that need to be addressed for cultural content/information in contemporary ELT(EFL/ESL/EIL) instructional materials.