The methodology of this study is based on the collection of reference and research papers, pre-tests, and surveys in order to achieve the following five research objectives: (1) Understand the curriculum of Japanese education at senior high schools in Korea, China, the U.S., and the U.K., etc. (2) Understand the state of Japanese education in Taiwan’s senior high schools, including students in applied foreign languages majoring in Japanese and students choosing Japanese as a second foreign language. (3) Some of the Japanese Departments in universities and colleges screen candidates through selection channels, considering their Japanese ability and the Department’s requirement of Japanese ability for senior high school students. (4) Understand the motivation of senior high school students who major in Japanese and those who choose Japanese as a second foreign language. (5) Collect the views of colleges, senior high schools, and students about the goals, format, grading, and usage of the scores from the Japanese tests. The survey, which looked at the five motivation factors for learning Japanese and compared the difference between the students who majored in Japanese and those who chose Japanese as an elective. The motivation factors include “Influenced by classmates, relatives, and school,” “Understand foreign culture and knowledge,” “Influenced by social trends and the media,” “Obtaining Japanese related licenses and going abroad,” and “Increase chances of getting a job in the future,” students who majored in Japanese agreed to a higher extent than the students who chose Japanese as an elective that these four factors had a greater influence on their learning Japanese. In Korea, China, the U.S., and the U.K., Japanese has already been included as a foreign language test subject for screening candidates into universities and colleges. The number of candidates range from a few hundred to several thousand in these countries. In Taiwan, there are thousands of students in senior high schools or vocational schools either majoring in Japanese or choosing Japanese as a second foreign language. Meanwhile, there are more than 20 colleges and universities in Taiwan with Japanese departments. More than one third of these schools agree that Japanese should become a test subject because it can help increase the willingness of high school students to choose Japanese as a second foreign language as well as broaden students’ global perspective. It is recommended that Japanese should be positioned as a designated test subject so that universities and colleges can choose whether or not to use the Japanese test, or to use both English and Japanese tests at the same time to screen students. The content of the Japanese test should focus on the application of Japanese in daily life usage, followed by reading comprehension skills, basic grammar and sentence structure, etc. In order to support the difference between students majoring in Japanese and students who choose Japanese as an elective, as well as fulfilling the selection needs of universities and colleges towards different types of students, it is recommended to divide the Japanese test into basic and primal levels, and also include hearing tests.