Acting on the assumption, that it might be useful to specify and individualize cultural learning processes in a foreign language to make them personally more meaningful, sustainable and effective, it seems to be only reasonable to bring cultural, historical, political, geographical or social contacts between “learners worlds” and “other worlds” (here: the German speaking countries) into focus. Many of these contacts are undoubtedly integral parts of various discourses, to which learners of foreign languages are naturally exposed to and involved in, both officially and privately, and which at least have some influence on the way they perceive themselves in relation to other people, languages or cultures. Especially institutionalized official discourses (e.g. in the educational system) are apt to being made accessible by empirical studies. On the example of Polish-German contacts, the author shows, how quantitative and qualitative course-book analyses as one of the basic empirical methods of data collection can help to disclose important parts of the cultural imprint that go along with foreign language and culture learning processes.