A pilot study explored the disciplinary perspectives and instructional practices within English, Foreign Language, and Social Science departments in a midwestern high school to determine the degree of collaboration practised by instructors to provide interconnected cross-cultural education. Data were collected by means of interviews with and classroom observation of eight subjects teaching the following disciplines: American Literature, and World Literature, French, German, Spanish, Modern World Civilization, Anthropology, and Sociology. Results revealed that the social studies teachers have taken on the leadership role in promoting cross-cultural education from a global perspective, that the English teachers have not broadened their materials to include literature at the international level, and that the foreign language teachers emphasize language competency and proficiency while attributing a secondary role to the teaching of other cultures. Findings suggest that little interdisciplinary cooperation exists in the teaching of culture--the main barriers cited by teachers being tight teaching schedules and lack of time. (KEH)