Eight general areas were addressed in this conference on Japanese/United States chemical education, including: introductory courses; adequacy of texts, manuals, laboratory workbooks for non-majors; laboratory role in non-major courses; adaptation of such techniques as computers, programmed instruction and videotapes; evaluation and testing instruments; interdisciplinary courses/programs; science/economics/political interface in the instruction of chemistry students; and case studies as an instructional strategy. The bulk of this document includes position papers, full texts of papers, and other supporting materials related to the eight general areas. Fifteen recommendations are suggested, including among others, a continued search in both countries for better courses for non-majors, strengthening U.S. science/mathematics secondary school programs as well as teacher preparation in these areas, emphasizing the role of the laboratory in courses for non-majors, stressing the importance of science processes and contributions of chemistry to non-majors, developing chemistry courses for mathematics-shy students, utilizing a variety of instructional strategies (including computers) and resources, and using interdisciplinary/multidisciplinary approaches. (JN)