The importance that those involved in curriculum reform in Quebec place on the cultural approach in teaching has led to several research projects. However, few of these have examined the origins of this notion, that is, the relation to the culture of teachers. This article presents the theoretical frame of a definition of the relation to culture that the authors have constructed. This is based on the works of Charlot (1997) and the results of research involving 35 second-year students in a French didactics course. An analysis of four ideal types of relation to culture led the authors to believe that the theoretical frame presented here is a promising direction both theoretically and practically for developing teacher training in terms of a cultural approach to teaching.