Integrating the intercultural dimension into the teaching of French as a foreign language is currently a fundamental pedagogical challenge. In recent years, the didactics of foreign languages has given increasing importance to culture and its teaching, as well as to relations between peoples, particularly through the intercultural dimension. Culture now occupies a central place in teaching practices, because of its essential role in shaping the learner's personality and perception of the world. With this in mind, the aim of this study is to examine the place and manifestations of this intercultural dimension within the L'Atelier A1 method. The aim is to assess the extent to which this manual contributes to the development of learners' intercultural competence, or whether it confines itself to the simple transmission of linguistic and cultural knowledge. Particular attention is also paid to the activities proposed in the manual: do they enable learners to gain a better understanding of the target culture by prompting them to reflect on their own culture? Do they encourage dialogue between these two cultural referents, a prerequisite for the emergence of genuine intercultural sensitivity? These are just some of the questions addressed in this article on teaching French as a foreign language with a resolutely intercultural approach.