The current reforms in the Quebec school system, both at the primary and secondary level, underline the role and place of school culture in the education of students and in study programs. Promotion of the cultural dimension in teaching becomes a primary objective in all the disciplines taught. Each discipline brings its own culture ; from its historical perspective and from the questions and responses it develops. This article proposes to examine this theme and presents a theoretical discussion regarding a cultural approach in teaching. The author presents the results of an exploratory research on teacher practices within a cultural procedure for teaching at the secondary level in the Lower Saint Lawrence region.