ABSTRACT  Based on Royal L. Tinsley and David J. Woloshin's work, the authors developed a design to evaluate the presentation of deep culture in college foreign language texts. This instrument was applied to ten second-year college French texts published between 1972 and 1974. Of the ten textbooks evaluated, only one was considered adequate in conveying deep French culture to the intermediate French student. The implication is that the second-year French student is leaving his foreign language experience without fully comprehending the essential framework in which language functions, namely, culture. Very little self-actualization is going on at this level, for the student is being deprived of comparative materials through which he might develop self-awareness.