The purpose of this study is to investigate the perception of the integrated teaching of Chinese language and culture targeting Pre-service Chinese teachers and to discuss the integration direction for integrative teaching based on the study. To do this, we began with collecting the opinions of Pre-service Chinese teachers by using the communication expressions and cultural materials in the 2009 Revised National Chinese Curriculum. Next, we compared Chinese2 and Chinese culture textbooks based on the main text in Chinese1 textbooks. Finally, we confirmed the integration level and direction of integration. The results of this study are as follows. If the class is conducted at the sentence level, it is possible to naturally carry out integrated teaching and there is no need to carry out a separate culture class. In other words, if the content of the text satisfies the sentence level rather than the vocabulary level, integrated teaching can be conducted. For this purpose, it is necessary to reconstruct the textbook with sentences containing cultural material, and the amount of the communication expression and vocabulary in the 2009 Revised National Chinese Curriculum should also be adjusted. It is also necessary to reclassify or integrate the cultural material presented in the 2009 Revised National Chinese Curriculum. On the other hand, Pre-service Chinese teachers have different standards for judging culture. This difference also affects the preparation of lessons and is directly linked to the progress of integrated teaching. Therefore, it is necessary to determine the concept of culture and its category, which can be used in secondary school, so that this can help Pre-service Chinese teachers prepare and organize the contents of class.