Although proficiency is a primary goal, the objectives of second language (L2) teaching are also to enhance learners' understanding of the nature of language and culture (National Standards, 1999). This study, based on interviews with 13 American women living in Venezuela, explores nonnatives' perspectives on factors that influence their participation in L2 conversation: familiarity with L2 conversational styles, ability to accept differences in style, and interest in topics of conversation. The participants' experiences highlight the role of individual differences and the link between language and culture. Bennett's (1993) model of intercultural sensitivity provides a framework for considering the role of culture in the development of L2 conversation skills, and these findings reinforce the value of exposing learners to factors that may affect their L2 competence. (Contains 1 table, 1 figure and 4 notes.)