The purpose of this graduation thesis is to first present the basic theory regarding the development of intercultural competence in teaching English as a foreign language, namely language, culture, the teaching process and documents dealing with intercultural competence in ELT. The focus of this thesis is on teaching culture in Croatian primary schools. The research was conducted in two primary schools in Zagreb. One of them is settled in the rural area and the other in the urban part of the city. The number of pupils that participated was 75, 40 of which were girls and 35 were boys. 37 of them were the fourth-grade pupils and 38 were the eighth-grade pupils. A questionnaire consisting of three parts was used. The first part aimed at the participants’ personal information using mostly closed-ended questions, the second part contained open-ended questions about culture-related knowledge and the third part had a Likert-type scale. The pupils independently completed the questionnaire. The aim of the research was to discover possible links between the grade the pupils attended or the area where they lived with the amount of present stereotypes about English-speaking countries. The hypotheses were that there would be no difference in the amount of stereotypes between the pupils who lived in the rural area and those that lived in the urban area (hypothesis 1), but that more stereotypes would be expected among the pupils in the eighth-grade than among the pupils in the fourth grade (hypothesis 2). The results have shown that there is no significant difference in the amount of present stereotypes according to neither the grade the participants attended nor the area where they lived. Nevertheless, general knowledge of the culture of the English-speaking world showed to be at a lower level than expected. The EFL teacher should focus more on using literature another culture-related contents while teaching.