One of the objectives of examining culture vis-à-vis additional language (L2) writing is to conceptualize an effective L2 writing pedagogy (Matsuda & Atkinson, 2008). Kaplan's (1966) analysis of English as an additional language (EAL) texts was a pioneering endeavour in this regard, although due to ensuing controversy surrounding his claims, the desired goals of his effort were never achieved, leaving a gap in culture studies of L2 writing (Abasi, 2012; Belcher, 2014). This article reports on an investigation of student views on what instructors can do to help overcome cultural challenges L2 writers encounter in an English for academic purposes (EAP) context. Drawing on data from semi-structured interviews and questionnaire surveys, this qualitative case study examined 27 students at a Canadian university. Data analysis yielded six categories of instructor support: (a) providing explicit feedback on writing; (b) providing English text structures; (c) using exemplars; (d) creating opportunities for in-class writing and reviews; (e) explaining cultural differences between first language (L1) and L2 writing; and (f) providing more writing practice. The findings underline the importance of instructors' roles in unpacking various cultural underpinnings in L2 writing. Also, they support the (re)conceptualization of L2 writing pedagogy that integrates empirical evidence into instruction. The implications for L2 writing instruction are discussed.