In the last decades, globalization opened physical and social borders leading to greater interconnectedness of people on this planet providing incredible opportunities for students to become more globally-minded. This of course increases the tolerance/acceptance of the existing differences and leads them to struggle for a peaceful better world. This study aimed at investigating if there is any interconnection among culture orientations (individualism and collectivism) and the global-mindedness of 160 Iranian EFL college students from two universities in Iran. Surveys were conducted to measure global-mindedness and culture orientation status in the context of the study. The obtained data from the questionnaires of global-mindedness (Hersey, 2012) and culture orientations (Triandis and Gelfand, 1998) were analyzed in terms of correlations (Pearson r & multiple regressions) between the pertaining variables. The results showed that collectivism/individualism both had compatibility with global-mindedness and its subscales (i.e., interconnectedness, cultural pluralism, global centrism, efficacy and responsibility). The findings provided a more conclusive overview of the globalmindedness in the Iranian EFL students and its influencing variables. The significant interconnectedness of individualism with global centrism (sig.=.002) as one of the major sub-constructs and also the higher correlation of collectivism with cultural pluralism (sig.=.000) were among the interesting findings of the study. The outcome of the study implied that culture should be considered in teaching contexts to help students demonstrate respect for themselves and others and develop awareness/appreciation of other cultures, which provides them with a new perspective to the world. This can have a positive impact across the dimensions of global-mindedness. The study also bears some practical implications for languagepedagogy and syllabus designers.