Mathematics instruction in junior high schools in Tokyo and Hawaii was compared in order to gain knowledge of how mathematics teachers' effectiveness in the classroom may be improved. Because they were likely to influence teachers' behavior, these factors were considered: teachers' background and teaching load, allocation of time, views on effective teaching, relative emphasis of instructional objectives, instructional behavior, and use of calculators. The 89-item questionnaire is included in the appendix, with two items about Juki institutions in Japan. In Tokyo, l00 schools were randomly selected and each was sent two questionnaires; 67 replies were received. In Hawaii, all 90 schools were invited to participate; 71 questionnaires were returned. Among the results are: (1) in Hawaii, the percent of female teachers is about twice that in Japan; (2) teachers in Hawaii take fewer mathematics methods courses; (3) the class period is shorter but the number of school days greater in Tokyo; (4) teachers in Hawaii spend twice as much time grading papers and tests; (5) teachers in Hawaii spend more time explaining new homework, while Tokyo teachers spend more time lecturing or explaining to the whole class; and (6) calculators are used more in Hawaii than in Tokyo. (MNS)