ABSTRACT  The beginning levels of foreign-language instruction present the greatest challenge to teachers who wish to include authentic target-language (TL) materials. Often, when authentic materials are used indiscriminantly, research has shown that beginning students are more likely to miscomprehend, or worse, to form cultural stereotypes that are based on their own world experience. This paper suggests appropriate kinds of texts and ways the teacher can lead students through readings so that they not only build meaning, but also add to their understanding of the target culture. Although examples are in Spanish, the principles apply to any beginning foreign-language course.