Japanese children's performance in school is a product of a social consensus favoring attention to children's learning, a set of cultural values focusing on the commitment of effort, and a psychological milieu in the family which encourages achievement in a safe and nurturant atmosphere. This paper treats especially this latter environment, that of the family, and analyzes through a review of the literature and the author's own field experiences, the role of the mother in child rearing. Further, school and juku are treated briefly as themselves psychocultural artifacts, and the similarities and differences between home and school are noted. Finally, some concerns about children's welfare and the future of Japanese school achievement, in the context of change and reform, are stated, as well as a caveat concerning existing diversity in family and learning environments. (Author)