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Although English is deemed essential to Japan’s international participation, proficiency remains low among Japanese students, despite strategic efforts of Japan’s Ministry of Education. Based on research indicating possible connections between students’ cultural background and L2 proficiency, this quantitative study investigated the impact of culture on English proficiency among 119 Japanese university students. Eight cultural dimensions of learning were measured and compared with students’ TOEFL ITP scores. Findings failed to reveal any statistically significant relationships between cultural dimensions and TOEFL ITP scores. Implications and future directions will be discussed.