As a result of their sociocultural backgrounds and previous educational experiences, both language learners and teachers bring to the classroom certain norms and expectations concerning appropriate teacher and learner roles and the learning-teaching practices they believe to be conducive to language learning. To prevent frustrations and failure due to mismatches between the teachers' and learners' expectations, teachers need to consider to what extent the underlying principles of their chosen methodology will correspond with the set of assumptions that learners bring to the classroom. To prepare teacher trainees for making more socioculturally informed pedagogical decisions, sociocultural awareness raising and scrutiny need to be incorporated into TESOL teacher education. This article outlines how information about intercultural communication that is integrated with methodology training can foster greater awareness of sociocultural relativity in teacher trainees, and facilitate their reflection on their preconceived notions of target learner groups as they make methodological decisions.