This is a report of the Japan/United States Textbook Study Project the goal of which is to improve each nation's textbooks, especially in regard to the treatment of Japan in U.S. textbooks, the treatment of the United States in Japanese textbooks, and the treatment of relations between the two countries in each nation's textbooks. Panelists from both countries reviewed selected, widely used history, geography, and other social studies textbooks in lower and upper secondary school social studies courses in Japan and junior high school and high school courses in the United States. General findings are that: (1) the treatment of Japan and of the United States in each other's textbooks is generally accurate, but certain descriptions, which are based on stereotypes and inaccuracies, still appear in both nations' textbooks; (2) the Japanese textbooks generally present more complex vocabulary and substance than the U.S. textbooks; (3) neither the Japanese nor the U.S. textbooks adequately indicate sources (including dates) used in writing the textbooks; (4) the Pacific War, especially the background and issues leading up to it, is not dealt with adequately in either the Japanese or the U.S. textbooks; (5) there is an over-emphasis in the textbooks in both countries on certain traits, e.g., in the U.S. textbooks, the Japanese are frequently characterized as adaptive and energetic, and in the Japanese textbooks, United States citizens are frequently individualistic and materialistic. A list of recommendations is included. In the preparation of textbooks, both countries should pay more attention to scholarship. Controversial issues and personalities should not be glossed over or muted in efforts to present a single version of the past. Cultural and artistic developments in both nations should be treated more fully. (Author/RM)