The thesis objectives examined in this article were to understand the conceptions that teachers in the primary grades have of their role as cultural transmitters and to describe the effects of experience with means of integrating cultural factors into the classroom on these conceptions, all in the context of the 2001 roll-out of a new curriculum in Québec that encouraged all teachers to implement a cultural approach to instruction. We present the qualitative methodology used to produce innovative results relevant to educational and cultural milieus. The thematic analysis of data from individual interviews, discussion groups and the participants’ journal entries revealed those factors that influence the conceptions of teachers and encourage them to act as cultural transmitters to their students.