The purpose of this study was to examine the foreign language curricula in Japanese high schools for the purpose of gaining insight into alternative views of foreign language education. Teachers, administrators, and staff at two high schools in Miyagi Prefecture were interviewed. Teachers were asked about testing, placement procedures, standards, textbook selection, and educational requirements of English teachers. Administrators and staff were asked about facilities, situational needs, and the hiring process for assistant language teachers (ALTs). The results suggest that, while educators in the United States would have much to gain from adopting the systematic and comprehensive approach to foreign language education, the Japanese system would benefit from reforming standards so that they are more in line with expectations at the university level.