With postcards, addressing culture in the L2 classroom follows an "if-these-walls-could-talk" design by telling the story of what "those walls" might say. A postcards approach is shown to enrich our students' cultural understanding. In many cases, it enhances their desire to experience the target culture on their own. Postcards have two important qualities that make them ideal for the L2 classroom. First, postcards are authentic materials - that is, cultural products - whose use in our language classrooms has long been lauded (ACTFL 2023c). Second, postcards are artifacts of travel, an area the author believes is regularly underrated in our academic pursuit of presenting cultural information. Certainly, all language instructors coincide in their desire that there students use their language skills beyond the classroom. While some of the students may use their skills in a future professional domain, it is most likely that many more will do so while traveling. Teaching students to be informed, aware travelers should play a role in teachers' classes. Cultural lessons become more evocative when we share our travel experiences, inspire wonder among our students, and encourage them to explore the world. Postcards can be integrated into specific lessons; they can illustrate a given cultural topic; indeed, they can serve as the backbone of a class dedicated to culture and history, as the author outlines here. This article has two objectives: (1) to describe the postcards approach that guides my courses on Mexican culture; and (2) to offer additional considerations on integrating postcards into class activities, cultural capsules, and the like.