Research findings indicate that specific instructional strategies, such as the use of real-world examples and independent learning activities, are positively related to mathematics achievement. This study was designed to investigate relationships between classroom instructional strategies and mathematics achievement of elementary-school students in Japan. Students included in this analysis were 4,077 students from the TIMSS 2007 Population 1 (fourth-grade) sample from Japan. Variance estimation procedures for complex sampling designs were used in this study. These findings identify a number of classroom instructional strategies that were significantly associated with mathematics achievement for elementary-school students in Japan. Students who frequently worked problems on their own and explained their answers during mathematics lessons tended to earn higher mathematics achievement test scores. Further, students who memorized how to work mathematics problems also showed higher achievement levels. These results extend previous findings by examining a national sample of students in a cross-cultural setting where high levels of mathematics achievement have been identified. (Contains 1 table.)