A survey investigated the attitudes of Japanese university students and their non-Japanese university teachers toward testing and the use of textbooks in their English-as-a-Second-Language (ESL) classroom. Subjects were 120 students and 13 native English-speaking instructors at 3 Japanese universities. Results reveal a gap in attitudes between the two subject groups, consistent with historical research into the role of testing in Japanese education and non-Japanese educators' perceptions of that role. It is argued that this gap can be bridged partially through an intercultural approach that seeks first to identify and then respond to socio-historical facets of students' approaches to the mastery of language learning. Using this approach, the teacher can create pedagogical strategies that draw on the intrinsic strengths of students' learning attitudes, styles, and approaches. The questionnaires are appended. (Contains 11 references.) (MSE)