This study compared several facets of teacher education between Japan and North Carolina. Similarities and differences in elementary science teachers' perceptions of the academic backgrounds in Japan and North Carolina were evaluated as well as similarities and differences in elementary teachers' perceptions of classroom practices in Japan and North Carolina using a questionnaire consisting of five parts: (1) academic background; (2) inservice education opportunity; (3) autonomy; (4) teaching objectives; and (5) teaching methods. Four hundred and ninety Japanese and 181 American elementary teachers were asked to rate their perception of the frequency of experience and the degree of value they placed on each questionnaire item. Frequent behaviors of teachers were observed by identifying the items with higher mean scores rated by elementary teachers who teach science. Items with high value and low frequency were identified as teachers' needs. Items with high value and high frequency were identified as teachers' strengths. Confidence of teachers in each sample were the items listed as strengths by many teachers. As a result of the surveys in Japan and North Carolina, it was revealed that teacher performance in classrooms is not so different. However, there were some differences found in their academic backgrounds, opportunities for inservice training, and teachers' autonomy for acquiring knowledge and skills. Elementary teachers in North Carolina were more confident in having a broader view of education compared to Japanese elementary teachers. It might be necessary for Japanese teachers, science educators and researchers to learn more about pedagogical courses in teacher preservice programs in the United States. Teachers in North Carolina perceived a need for academic and professional activities as contrasted with Japanese teachers who perceived a need for activities closely related to their class and classroom environment. Copies of the draft questionnaire and the questionnaire used in North Carolina are appended. (Author/KR)