Historically, culture has not been emphasized as much as linguistic features in the teaching of second languages, but the introduction of the National Standards has provided an opportunity for a shift in this trend. This study surveyed 415 world language teachers and 64 teacher educators about the extent to which the culture standard is a focus of teaching and the motivators and barriers in maintaining culture knowledge. Using descriptive statistical analysis, survey results suggest that both groups share some concerns, motivations, and barriers to teaching culture, but they also differ in significant areas. The article concludes with some potential implications for teacher education programs as well as suggestions for continued professional development for teachers related to culture knowledge. (Contains 1 note, 10 tables, and 1 figure.)