In May 2001 over 400 teachers in seven countries filled in the questionnaire, which specifically inquired into the respondents' willingness to integrate an intercultural dimension in their foreign language teaching. It has now become a commonplace to state that foreign language learning should be viewed in intercultural perspective. The objective of language learning is no longer defined in terms of the acquisition of communicative competence in a foreign language. Teachers are now required to teach intercultural communicative competence. (Council of Europe, 1997) It follows that new professional demands are made on teachers. The study’s aim was to inquire into how teachers’ current professional self-concepts relate to the envisaged profile of the intercultural foreign language teacher. The article presents some selected data obtained from the questionnaire, concerning the teachers’ views on the objectives of foreign language teaching, the objectives of culture teaching in a foreign language context, culture teaching activities practised, cultural aspects dealt with most extensively, and the teachers’ opinions concerning intercultural foreign language teaching. The results of the research project show that although teachers claim to be willing to include an intercultural dimension in their teaching, they are rather traditional in their choice of methods.