Because Chinese is the second most commonly selected major among Japanese students, every year there are nearly a hundred new Chinese textbooks published in Japan. However, because of the high level of demand in the market, the quality of the texts is often under scrutiny. Nevertheless, researchers typically only go through the motions of critiquing texts and rarely do in depth evaluations. This research paper is an examination of six different texts that were published for university-level second language learners over the last eight years. Through multi-faceted comparison, analysis of the selected grammatical principles in each text and their arrangement, and other factors, this paper explores the strengths and weaknesses of these texts in order to better understand the strengths and weaknesses of Japanese beginner-level Chinese textbooks as a whole. Our research discovered that Japanese beginning Chinese texts tend to focus their selection of grammar principles on those which trouble Japanese students most. The arrangement of principles is relatively standard, but there is great need for improvement.＂ According to previous research, each lesson should not include too many new grammar principles, with three being ideal. Similar grammar principles should also be divided among different lessons for best results. However, the texts utilized in our research have not all followed this guideline, though some do have three principles in every lesson. This is sufficient to show that Japanese Chinese texts have kept up with modern research and have adopted recommended trends. These methods are worth the consideration of future authors.