The present study investigates Moroccan high school EFL teachers’ beliefs about and practices ICC teaching. The study, further, seeks to explore the relationship between their beliefs and practices of ICC teaching. In order to collect data, this study used a Likert scale questionnaire developed by Zhou (2011). The sample was of 104 conveniently selected Moroccan high school EFL teachers (58.7% male and 41.3% female). The findings revealed that teachers had a positive attitude towards cultural teaching and expressed their willingness to teach English, Moroccan, and other non-English cultures although descriptive statistics suggested that cultural teaching was not a regular component in their classes. The findings of the Pearson correlation suggested that there was a moderate and significant relationship between teachers’ perceptions and practices regarding ICC teaching. That is to say, teachers who perceive culture as an important component in EFL classes are more likely to integrate ICC teaching in their EFL classes. Eventually, the findings of this endeavor have triggered various implications and recommendations for future research