Abstract: This study compares student preconceptions and expectations of Japanese language learning from studies conducted in 1989 and 2004. Over the years, student interests and pedagogical approaches have changed. However, the changes do not reflect on the student preconceptions and expectations. They still believe in traditional approaches to language learning, and their instrumental motivation is still high. A total of 374 undergraduate students studying Japanese in a four-year college participated in this study. The participants responded to a questionnaire concerning the four areas of language learning: (1) difficulty, (2) nature, (3) strategies, and (4) motivation. In analyzing these findings, this study recommends that instructors impart the facts about Japanese language learning to their students and assess whether their own curriculums meet the students' needs.