Abstract: Regarding the intimacy of language and culture in language studies and language education, teaching culture-specificities have drawn a lot of attention. It has always been a hotly-debated issue that “how” culture-specific points should be taught. This article is an attempt to propose a model for the facilitation of this “culture transference”. This study particularly addresses teaching culture-specific texts. To this end, 60 students were randomly selected and assigned into 3 homogeneous classrooms (A, B, C). The same culture-specific passages were presented to these groups, in a variety of pre-reading modalities: pictorial context condition, vocabulary pre-teaching and no pre-reading. The results of the study indicated that culture-specific texts taught in pictorial context condition are grasped better than those taught by vocabulary pre-teaching and no pre-reading. This outperformance of pictorial context learners compared to the other two groups can be justified using schema theory and dual coding theory (DCT). The results seem to be of relevance and help for pedagogical purposes in the setting of Iranian L2 classroom.