This paper seeks to identify invisible factors influencing language institutions in Japan that consciously or unconsciously treat non-Japanese teachers in a totally different way from the way they treat their Japanese counterparts. Among the factors are the social, organizational, and legal parameters surrounding non-Japanese teachers in Japan. The objectives of this paper are to: (1) describe these social and legal factors of language education in Japan that might lead to a conflict between foreign language teachers and each institution; (2) delineate the overall organization of language education; (3) assess the government policies effecting language education; and (4) describe the classroom environment and management styles. The study also addresses conflict response and resolution as it relates to the factors described. The problems non-Japanese people face in education at any level are rooted in the Japanese business and governmental communities' deep abiding regard for political, national, racial, and commercial priorities that usually contradict or fail to accommodate educational prerogatives. These priorities are rooted deeply in historical attitudes toward education. The problems can be articulated by educators in general and non-Japanese in particular, but until the Japanese communities begin to demand responsible administration as a whole and quality language education specifically, there is little hope for any real change in the near future. Contains 20 references. (DK)