This paper is based on findings of two recent surveys on the language(s) used as the primary medium for the teaching and assessment of cultural modules. They were conducted between March 1999 and March 2000 in language departments in UK universities: the first among staff (146 replies), the second among language students (704 replies). Comparing the staff perception of the language used in class and the class experience as reported by students pointed to a major disparity with much higher percentages of students than staff reporting English being used. In contrast students' stated preferences were closer to what staff thought they delivered. Students' attitudes to the use of English or TL in teaching and assessment are analysed in terms of the advantages and drawbacks quoted by the respondents and in relation to perceptions of depth of study achievable. Factors such as the type of cultural options taken and whether the teacher is a native speaker of the language of study are considered as to their impact on perceptions and attitudes. (Contains 5 figures and 1 table.)