How do French primary school teachers and German Grundschule Lehrer go about teaching cultural content in language classes? In this article the issue under discussion, without aiming at closure, is whether and how the teachers observed in class teach these contents with an intercultural set of mind which grounds itself in the individual as a whole in all his/her complexity, with his or her different facets, thus distancing themselves from a culturalist mind-set which has been described as promoting rigid and fixed ideas about individuals from a given culture. This article is grounded in the analysis of transcripts of exchanges between pupils and teachers and questions, in the light of the theoretical literature on the issue and through an analysis of the marks of subjectivity in discourse, the treatment of the cultural contents that are taught or that emerge in class. The comparative approach constructed responds to an outlook that seeks diversity and thus highlights variations in practice rather than differences. The article looks at a certain number of examples as anchor points to bring to light and question a number of intercultural strategies in the classroom within a specific context.