In the last four chapters, we have critically reviewed and evaluated four representative models of teaching culture in foreign-language education in two native-English countries and two non-native English countries located in different parts of the world. The four models have demonstrated that the teaching of a language cannot be separated from the teaching of culture which may include a target foreign culture and the home culture of the learners. What to teach and how to teach culture in foreign-language education is a political and pedagogical issue depending on the sociocultural context of the specific country. In other words, there is no existing model which is universally appropriate or applicable in both native-English and non-native English countries without modification and adaptation. In the current political climate, the native models of teaching culture developed in English-speaking countries are more powerful than the limited attempts at establishing feasible non-native models of teaching culture in non-native English countries. However, the unique sociocultural features of non-native English countries raise the question of how to develop a context-based model to help language educators to teach a foreign language, in particular, EIL in accordance with the policies of the governments. This chapter aims to answer the question of culture teaching in non-native English countries by putting forward an “integrative model” for teaching culture in foreign-language education. The model is “integrative” in a sense that it takes advantage of the merits and strength of existing models, compensating for the weaknesses and limitations of these models in the light of the key role of foreign-language education, namely, preparing for creative young generations who are maintaining the relevant national tradition and cultural identity as well as making changes and contributions to the globalised society of the 21th century.