This paper discusses the failure of importing communicative language teaching (CLT) in English second language classes in the People's Republic of China. It argues that CLT and the Chinese learning culture differ in several important respects, such as philosophical assumptions about the nature of teaching and learning, perceptions of the respective roles and responsibilities of teachers and students, and valued learning strategies and teacher and student qualities. It therefore suggests to take an 'ideological' attitude towards pedagogical innovations developed in a different sociocultural milieu.