In order to clarify the effects of teachers' Educational Policy on students' Learning-as-duty Conception, we examined the effects of interaction between teachers' Educational Policy and students' Learning Goal Orientation on Learning-as-duty Conception of the students. A questionnaire survey was conducted with 50 teachers and 189 undergraduate students at a Japanese public university. The interaction between teachers' Educational Policy and students' Learning Goal Orientation showed a significant or a marginally significant for students' Learning-as-duty Conception in five of twelve cases. The findings suggested that the relationship between teachers' Educational Policy and students' Learning-as-duty Conception may change depending on the level of students' Learning Goal Orientation. [For the complete proceedings, see ED608557.]