In Japanese higher education, there is a notable shift in learning assistance. It is transitioning from merely providing remedial help to fostering comprehensive student success. This study examines learning assistance in Japanese higher education, which was restructured in the 1950s following the American university system, through comparison with the United States, advocating for integrating learning assistance directly into classroom activities for greater efficacy. Examples of initiatives are introduced to illustrate the positive impact of the interventions. Although the effectiveness of these initiatives varies among different student groups, practices introduced by Boylan (2002) worked to establish or reinforce students' study habits, thereby contributing to their academic improvement. It was also found that successful implementation depends on the instructor's involvement and the management of group dynamics.