This study examined the culture of the Hungarian English-as-a-Second-Language (ESL) classroom, using ethnographic methods, describing it in terms of teacher and student behavior and contrasting those behaviors with those of American students and teachers. The results are presented in an effort to help American teachers entering such instructional contexts to understand student behavior as a function of their cultural role. The population examined consisted of 17 teachers and 30 classes (approximately 15 students per class) at five secondary schools in one city. Data were gathered using participant observation by an American teacher (the author) and ethnographic interviews. Student interviews were brief and informal, with some conducted in groups; teacher interviews were longer and more formal. Formal interviews were also conducted with two Hungarian education experts, two British educational experts working in Hungary, two Hungarian university ESL teachers, and four Americans working in Hungary. Results show several cultural themes contributing to culture conflict: the expectations that teachers are responsible for all aspects of their students' education; teacher behavior conditioned more by the culture than by written rules; total student dependence on teachers; and unrealistic student expectations of teachers, accompanied by little respect. Details and implications are outlined. Contains 29 references. (MSE)