The status of pre-college science education in Japan is reviewed and analyzed in this paper from four different perspectives having to do with the impact of the national syllabus and with social problems, teacher problems, and the changes occurring with students. Japan's national syllabus is explained and elements related to its implementation, revision, requirements, and textbook usage are discussed. The role of parents as a strong pressure group in pre-college education is examined and the demands and concerns associated with entrance to the university are explored. Teacher training programs and systems are outlined and assessed in terms of preparation for instruction of the sciences. The factors affecting students and their attitudes in learning are also identified. Recommendations are offered, and it is suggested that emphasis be placed on educational diversification and on changes in the system of teacher education that will enhance teachers' ability to develop logical thinking and reasoning skills in their students. (ML)