Numerous education policies, which are not necessarily oriented in the same direction, have been implemented over the last few decades in Japan. Two of these seemingly opposing policies are Yutori-Kyouiku and Datsu-Yutori Kyouiku. However, how have these policies perceived on the ground? Are they understood correctly? This paper, while exploring voices from Japanese public schools, describes perceptions of these education policies by junior high school principals. The paper concludes that while some policies have been well-received, teachers have not yet been informed as to what these policies are based on, how they are formed, etc., in the larger educational framework. It also suggests that smoothing the channels between policy makers and teachers at the local level by clarifying policy objectives, implications and plausible effects would help enable not only to smooth policy dissemination but also to understand real needs from the local school level, thereby advancing education policy as a whole
