In an increasingly interconnected world that relies on social awareness and tolerance, developing students' cultural competence is now more vital than ever. Despite its importance, language educators may find the teaching of culture particularly challenging as it may seem to lack curricular structure and be difficult to evaluate. For these reasons, in the past and still today, many teachers have focused on grammatical and lexical development, while culture has been overlooked or, at best, presented if extra time allowed. Only until rather recently did the authors consider what it meant for students to understand and independently interpret authentic materials in terms of their products, practices, and especially, perspectives. Through trial and error, the authors have developed a model for the teaching of culture following a nuanced and student-centered approach that aligns to the standards advocated by The American Council on the Teaching of Foreign Languages (ACTFL). Therefore, the objective of this article is to explain the philosophy, method, and benefits of this model so that it may be adopted by other language instructors.