This chapter discusses the themes, assumptions, and ethos of Japanese teaching that beginning teachers learned: the explicit and implicit purposes of teaching and the pedagogical ethos that underscores classroom management and student control. Japanese elementary teachers view cognitive, expressive, moral, and aesthetic content as equally vital. The significance of ethnopedagogy resonates among supervisors of beginning teachers, administrators, and officials of boards of education and the Ministry of Education. Ethnopedagogy concentrates on ligature, close interpersonal relations, as the primary condition for effective teaching and learning. The symbolic meaning of student self-governing routines lies in Japanese teachers' assumption that part of the control of a classroom is shared with students. The concept of inclusive teaching, ethnopedagogy, classroom management, and student control are part and parcel of the culture of teaching in Japan. They are shared and reproduced by practitioners without the mediation of teacher educators.