This thesis deals with the role and functions of Landeskunde in the Irish secondary educational system. The controversial nature of Landeskunde (see section 1) and the differing views surrounding its composition, role and functions in both teaching approaches in general and in the Irish secondary school system in particular were the issues which prompted the research that comprises the basis of this study. Chapter one offers an analysis of the concept of Landeskunde - what it actually is. There is a brief outline of various theories put forward throughout the development of foreign language teaching regarding the composition of Landeskunde, it’s aims and functions. The development of Landeskunde and its changing role within the Communicative Approach and the Intercultural Approach is also investigated. Chapter two looks at the role of Landeskunde (referred to in the Curriculum Guidelines of the Department of Education as “Cultural Studies”) in both the Junior and Leaving Certificate courses in Ireland. Also included is a look at the different approaches used in teaching culture at both levels and the ambiguities present for teachers when choosing material relating to and aspects of the target language country to use in class. Chapter three presents an examination of results obtained from empirical research based on factual evidence gathered in response to the questionnaire distributed as part of this study (see Appendix One). It is a concrete illustration of the popularity and importance of Landeskunde in Irish secondary schools. Included in chapter four are some important conclusions ascertained from responses to the questionnaires followed by some practical recommendations for teachers regarding the methodologies and materials used in teaching German as a second language in Irish secondary schools.