This study is an attempt to discuss and reflect over which cultures that are present in the reading material in the English language education in the years four to six at in a school outside of Malmö. The concept of culture is discussed from an educational perspective. The cultures present in the learners reading material and the teachers perspective on foreign cultures is also discoursed. Relevant previous research is highlighted and used to examine the collected material. The data is collected from interviews with three middle school teachers and from an analysis of the reading material that is used in the English education. The results reveal that British or American culture is heavily over-represented. The three teacher’s education is based almost solely on the textbook and therefore the textbook is given great mandate on which cultures that are present in the classroom. The results led to the argumentation that the English education in Sweden ought to be challenged. The endonormative perspective that places a clear emphasize on the native speaking norm, and revolves around inner circle cultures in the English classroom does not suffice as a foundation for our young learners. To solely focus on an English or American context will not prepare our pupils for the global challenges that lies ahead. English as an international language is spoken in all the corners of the world and all these corners ought to be invited into our classroom.