The purpose of this sequential mixed methods study was to better understand the ways in which Japanese-speaking parents influence their children's learning in the United States.

In this study, the researcher identified two groups of the parents: company-sponsored and non company-sponsored. Many Japanese leading companies transfer some of their employees and their families to their offices in the United States to conduct business. Since large portion of their living expenses are paid by their employers, the researcher of this study calls them 'company-sponsored' families. They usually return to Japan when their job assignments complete.

The population included 216 parents of Japanese English learners (K-8) in XYZ Unified School District in Southern California. Specifically, this study compared and analyzed nine variables: (1) ratio of interaction with Japanese and non-Japanese people, (2) self-reported English speaking and listening ability in Japan, (3) Japanese reading behavior, (4) English reading behavior, (5) parental educational attainment, (6) access to teachers, (7) parental monitoring of children's learning, (8) parental grade expectation of their children, and (9) parents' aspired future level of education for their children.

The present study revealed that parental English speaking and communication skills prior to their arrival in the United States and parental awareness of their children's learning at school were the predictors of parental grade expectation of their children. Parental educational attainment was the only predictor for parental aspiration for their children's final level of education.

Longitudinal study can be conducted to investigate how parental attitude changes over time. Future studies will provide useful information for American teachers to better understand families from non English-speaking countries.