Business English learners are the fastest growing group of students in the Republic of Moldova. The novelty of the article is that teachers’ demands and expectations today are far greater than they have ever been. But are classroom teachers adequately prepared to teach and interact with this culturally and linguistically diverse population? In classrooms where what is communicated, practiced, and perceived greatly affect and impact students, it is imperative that teachers learn how to effectively communicate cross-culturally in such diverse contexts. If teachers are to become effective cross-cultural communicators, it is essential to understand the role that culture plays within the Business English Teaching setting of the multi-cultural EU considering Hofstede’s and Trompenaar’s methods proposed. Culture, undoubtedly, is complex. It is multi-layered and multifaceted. Indeed, some have likened it to an iceberg of which only the top is visible while a massive part remains unobservable below the surface of the water. Others have compared culture to an onion with its many layers [3]. As one layer is peeled, another layer lies beneath, waiting to be discovered. Both metaphors powerfully address the complexity of culture in the context of Business English Teaching. The purpose of the article is to inform in which complexities resides the challenge that teachers of ELLs face in the evolutionary change of Business English Learning.