Language teachers in Sweden are obliged by the national curriculum for the compulsoryschool, to include culture studies in foreign language teaching. The purpose of this study isto examine how texts in French textbooks and digital learning material, support the teachersin French teaching of students of 14-15 years of age. The research question was what definitions, interpretations, and approaches to culture in French speaking areas, are to be foundin the teaching material to facilitate teaching, and how frequent do they appear.The study is based on a qualitative analysis of six different teaching materials, three printedbooks, and three digital media. Their respective texts are analyzed, categorized, and quantified according to categories. The categories are information about France, informationabout other French speaking areas, global and contemporary matters, multicultural comparisons, interculturality and texts of none of the previously mentioned categories.The result shows that there is a significant variation in type of cultural content in the different materials. On average there is a preference for culture and information about France. Itwas also noted that, due to an important variation, the choice of material will have a significant impact on the approach available for teachers and therefore also the students.