Culture learning has been considered essential in the language classroom for decades. The idea of teaching culture was also incorporated into the newly written English textbooks in Korea based on the 7th national curriculum. However, there seems little concern on what and how to teach culture in the Korean foreign language education. From the data analysis of this study, the culture education in middle school English textbooks has the following weaknesses in common. First, they describe culture as over-generalized facts. Second, these textbooks do not provide any evidence or information that the students themselves can judge and evaluate to understand the target language culture. Third, the way they introduce the target language culture is very regulatory and prescriptive. Seelye (1993) proposes a set of six instructional goals. His fundamental belief is that cultural instruction must be purposeful, and there should be a sound reason behind each and every cultural activity. From Seelye's viewpoint, the fundamental problem in Korean middle school culture education is there is no apparent instructional goals in the curriculum from the communicative language perspective. This study attempts to redesign culture lessons in middle school English textbooks. The major strengths of these new lessons are as follows: first, this is the only modification of the current material. The content and the length of the lessons have not changed, so no additional lesson time is required. Second, the lessons were redesigned from Seelye's framework. Thus, the lesson model is basically task-based, learner-centered. There are authentically contextualized information for EFL students to understand and evaluate themselves about the target language culture. It is hoped that the English curriculum developers and teachers need to more carefully consider and develop the cultural content from the suggested viewpoint in the future.