The personality of a foreign language learner is considered to be one of the decisive factors in second language acquisition (Ellis 1994, Gass and Selinker 2008) and effective foreign language learning and teaching by both learners and teachers (Brown 1994, Ehrman 1996, Ehrman and Oxford 1989, 1990, Komorowska 2002, Oxford 1996). Although studies into personality variables and foreign language learning are limited, one of the most important line of inquiry is represented by research exploring the relationship between dimensions of personality and proficiency level in a foreign language, voluntary classroom participation, listening comprehension, test scores, pronunciation and oral production (see Ellis 1994). However, very little attention has been paid to the relationship of personality dimensions and foreign language learners’ perceptions of either the target language culture or other cultures. To a great extent, foreign language learning and teaching involves not only developing linguistic proficiency but also fostering in learners cultural awareness, which also includes shaping students’ attitudes to other cultures. This becomes increasingly essential in light of intercultural communicative competence. Therefore, the paper reports the findings of a study whose purpose was to explore how personality dimensions of Polish learners of English as a foreign language influence their perceptions of various cultures (i.e. the target language culture and cultures other than the target language culture). The participants were 156 students of English Department of one Polish institution of higher education and the data were collected by means of two questionnaires: a questionnaire which examined the subjects’ personality types with reference to four dimensions of personality (extroversion versus introversion, sensing versus intuition, thinking versus feeling, and judging versus perceiving) established by Myers (1962) and a questionnaire which explored the students’ attitudes towards the target language culture and other cultures on the basis of a semantic differential test (Osgood et al., 1967). The findings have indicated that introversion, sensing-sequential, thinking, closure, and openness were the most common personality features of the students who took part in the research. In addition, the results of the study have revealed that the subjects had a positive view of the target language culture but their perception of cultures other than the target language culture were in line with their personality traits and were very often influenced by stereotypes.