This project seeks to increase cultural knowledge, somewhat neglected in British mainstream schools, through a task-based language learning approach (TBLT), an alternative pedagogy to teaching and learning. This encourages pupils to take ownership of their linguistic and cultural learning and sets out to improve low levels of motivation in a high ability class. The discussion focuses mainly on pupils’ perceptions of their own linguistic competence, of French culture and language as well as of group work. Although positive impact was exhibited on cultural knowledge, enjoyment of French and motivation, no conclusion could be drawn as to whether these were a result of TBLT or cultural learning. Nevertheless, this study serves as a springboard for further inquiry in this field.