This paper focuses on the difficulties of learners of Japanese as a second language from non-kanji backgrounds and the special difficulties they encounter in trying to learn the kanji writing system. It is asserted that most teachers of Japanese as a second language do not spend enough time on kanji teaching, with the students typically forced to try to learn much of it on their own. Difficulties encountered in learning kanji include the following: kanji complexity that led to problems with memory, combination, pronunciation, and making proper shapes; negative feelings such as a lack of confidence, poor self-evaluation, helplessness, and worries; and difficulties with the teacher. Students were often given little explanation or guidance and were confronted with a mass of unfamiliar lines and rules to memorize. Learners tried to overcome these problems with self-encouragement, flexible thinking, and a new appreciation for the difficulty of the task and the determination to succeed. It is concluded that the most effective teaching strategy does not try to turn learners into "successful" language learners but to come to terms with each student's strengths and weaknesses and work with the opportunities and limitations inherent therein. Most importantly, learners must be encouraged not to take charge of the learning process but to focus on their responsibility to learn through hard work and flexibility. (Contains 27 references.) (KFT)