The article focuses on defining how background knowledge impacts on second-language acquisition by giving a brief overview of schema theory, the interaction of the basic modes of information processing. A challenge of dealing with culturally specific texts in second language acquisition is also touched upon. Different research-supported views on co-dependence of culture and meaning in learning a language as well as the significance of integrating authentic use of literature into the learning process are also briefly examined. The article stresses that a lack of prior and cultural knowledge may become a put-off factor for a second language student thus hindering the entire process of learning as failing to understand and master the target culture prevents a student from mastering a second language. The article also briefly considers cultural interference at the affective and denotative levels to show the connection between culture and language. [For the complete Volume 15 proceedings, see ED574185.]