This study examines the prospects of developing intercultural understanding through English as a foreign language (EFL) education in the Swedish comprehensive school. This overall aim is split into two subordinate aims: (1) to analyse and problematize the intercultural dimension of EFL education as three discourses, research discourse, authority discourse and teacher discourse; (2) to relate the above discourses to each other in order to reveal a space for the interpretation of teaching and learning culture in EFL. The study is set in a broad social constructionist frame. It draws on perspectives applied to culture theory (Street, Hannerz, Thavenius, Sjogren), current theories about language and culture (Kramsch, Byram, Risager), critical discourse analysis (Fairclough) and curriculum theory (Svingby, Englund). The intercultural dimension of EFL education forms an order of discourse with competing discourses. The findings are summarized as two categories, opportunities and obstacles for developing intercultural understanding in EFL education. Finally the three discourses are related to each other and a model is presented showing a space for the interpretation of culture teaching and learning culture in EFL education.